Pedagogical Context Research Articles

Wychowawczy udział rodziny w kształtowaniu motywacji altruistycznej młodzieży. komunikat z badań

Introduction: The problem of the educational participation of the family in the formation of altruistic motivation has a broad pedagogical context. The dissertation was written at the interface between family pedagogy and educational theory. Research Aim: The main objective of the research was to find answers to the question of the relationship between family upbringing and the nature of motivation for altruism among high school youth. This article compares two groups of young people with different altruistic (endocentric and exocentric) motivations with regard to selected factors. Method: In the empirical studies presented, a diagnostic survey method was used. The following tools were used to obtain detailed answers to the research questions asked: A-N questionnaire, Karyłowski’s KEEM questionnaire, RVS Milton Rokeach Value Scale version G adapted by Brzozowski and self-made survey. Results: Analysis of the results of her own research revealed a correlation between selected factors of family upbringing and the type of motivation of young people towards altruism. It turned out that there are statistically significant differences in the value system depending on the endocentric or exocentric motivation. Detailed analyses have shown a statistically significant correlation between the adaptive function of the father’s upbringing and the endocentric motivation for altruism. Conclusion: The research results obtained and the attempt to interpret them provide an opportunity to formulate suggestions to facilitate the education and motivation of altruistic young people, addressed to parents and teachers.

Analysis of the Essence of the Concepts of “Competence” and “Competency” in the System of Psychological and Pedagogical Categories

The importance of the topic of the article is that nowadays there is a need to update methods and techniques of teaching in the educational process, the use of innovations in student teaching, because it is not important how much knowledge a student receives, but how one can use them in practice. The purpose of the article is the need to study and justify the importance of studying the essence of the concepts of “the competence” and “the competency” in the system of psychological and pedagogical categories. The article gives a theoretical justification for the concepts of “competence” and “competency” of the teacher in the pedagogical context; the similarity and difference of the concepts “the competence” and “the competency” in the system of psychological and pedagogical categories are investigated; the concept of professional competency and its categorical essence as a set of professional knowledge, skills, abilities necessary for both teachers and students in the XXI century is given. Nowadays, the purpose of school education is determined by the entirety of knowledge, skills and abilities that a student shouldacquire. In the XXI century, such a perspective is insufficient for society, because professional educational institutions, industry, families do not need weisenheimers, but graduates who are ready tointegrate in the real life, who have the ability to quickly and easily approach life and professional problems, which appear before them, so that getting into a problem situation, they could find several ways to solve it, to choose a practical way, justifying one’s decision.

Differences of respiratory kinematics in female and male singers - A comparative study using dynamic magnetic resonance imaging.

Breath control is an important factor for singing voice production, but pedagogic descriptions of how a beneficial movement pattern should be performed vary widely and the underlying physiological processes are not understood in detail. Differences in respiratory movements during singing might be related to the sex of the singer. To study sex-related differences in respiratory kinematics during phonation, 12 singers (six male and six female) trained in the Western classical singing tradition were imaged with dynamic magnetic resonance imaging. Singers were asked to sustain phonation at five different pitches and loudness conditions, and cross-sectional images of the lung were acquired. In each dynamic image frame the distances between anatomical landmarks were measured to quantify the movements of the respiratory apparatus. No major difference between male and female singers was found for the general respiratory kinematics of the thorax and the diaphragm during sustained phonation. However when compared to sole breathing, male singers significantly increased their thoracic movements for singing. This behavior could not be observed in female singers. The presented data support the hypothesis that professional singers follow sex-specific breathing strategies. This finding may be important in a pedagogical context where the biological sex of singer and student differ and should be further investigated in a larger cohort.

An Adaptive System for Emerging Serious Games Using a Swarm Intelligence Algorithm

An emerging serious game (SG) is a game designed and developed from an objective other than pure fun, so that the player can learn while playing, but where the game unfolds spontaneously, autonomously, and without explicit laws, adapting to the player. On the other hand, an emerging serious game engine (ESGE) must make explicit the possibility of emergence in an SG, from the coordinated handling of the game plot, adapted to the specific educational context where it is being used. In previous articles, an ESGE has been proposed, which allows the initial emergence of an SG. This article defines a new component of the ESGE, called the plot adaptive system (PAS), which allows the updating of an SG according to the theme that is being given in a smart classroom (SaCI). This component is based on an ant colony optimization algorithm that changes the plots/frames in the game to follow the desired theme in the SaCI. Thus, this new component manages a set of game plots that may be of interest in an educational context to dynamically modify an SG initially conceived for a subject taught in the SaCI, in order to adequate it to the current pedagogical context. The novelty of the approach is that it adapts the SG to the educational context where it takes place. Additionally, this article analyzes the behavior of the PAS in a case study, and presents three experiments with very encouraging results.

From Theory to Practice: The Pedagogic Application of Major L2 Motivation Theories in an IB School

Motivation is believed to play a vital role in successful second language (L2) learning. Over the past five decades, L2 motivation theory has evolved significantly from static to more dynamic perspectives. This article reviews the four major second language (L2) motivation research phases (i.e., the social psychological period, the cognitive-situated period, the process-oriented period and the current socio-dynamic period); and contemplates the application of some motivational models that are relevant to a specific pedagogical context in an International Baccalaureate (IB), bilingual school in Indonesia, such as such as the instrumental motivation, the process-oriented model, the L2 Motivational Self System, and motivational teaching practices.

Teacher Self-Education in a Pedagogical Context: Posthistory

The importance of the topic of the article lies in the fact that in our time there is a need for innovation of the educational process, the use of innovations in teacher self-training is therefore important teacher self-education in a pedagogical context. The purpose of the article is the need to explore and substantiate the importance of teacher self-education in a pedagogical post-historical context. The article provides a theoretical foundation of the concepts of self-education and self-development of the teacher in the pedagogical context the conditions of the effectiveness of self-education of teachers in the current system of education are highlighted; the structure of readiness for self-education of teachers in a postmodern society, as the present period of modernization of education, undergoing reforms of different parties, makes higher demands on the professional competence of teachers is presented. Today it will be obvious that society needs a constantly learning mobile teacher and his improvement of personal and professional qualities. It is important to note that the training of a teacher who meets the requirements of today's professional activity is continuous, not continuous only during basic training, but also during continuing education courses and self-study, because the knowledge and skills acquired at university are no longer sufficient to solve new school problems.

Toys as Teachers: A Cross-Cultural Analysis of Object Use and Enskillment in Hunter–Gatherer Societies

Studies of cultural transmission—whether approached by archaeological or ethnographic means—have made great strides in identifying formal teaching and learning arrangements, which in turn can be closely aligned with models of social learning. While novices and apprentices are often in focus in such studies, younger children and their engagement with material culture have received less attention. Against the backdrop of a cross-cultural database of ethnographically documented object use and play in 54 globally distributed foraging communities, we here discuss the ways in which children make and use tools and toys. We provide a cross-cultural inventory of objects made for and by hunter–gatherer children and adolescents. We find that child and adolescent objects are linked to adult material culture, albeit not exclusively so. Toys and tools were primarily handled outside of explicit pedagogical contexts, and there is little evidence for formalised apprenticeships. Our data suggests that children’s self-directed interactions with objects, especially during play, has a critical role in early-age enskillment. Placed within a niche construction framework, we combine ethnographic perspectives on object play with archaeological evidence for play objects to offer an improved cross-cultural frame of reference for how social learning varies across early human life history and what role material culture may play in this process. While our analysis improves the systematic understanding of the role and relevance of play objects among hunter–gatherer societies, we also make the case for more detailed studies of play objects in the context of ethnographic, archival and archaeological cultural transmission research.

Pedagogical Contexts When Gender and Emotions Intersect with the Body: Interviews with Feminist PE Teachers and Associated Professionals

The importance of approaching school physical education from the perspective of body and identity diversity is currently receiving increased recognition generally, and this is perhaps especially true in the Basque Country, Spain. A number of involved professionals are committed to emotional education from a gender perspective with the objective of facilitating emotional awareness through the body. The aim of this research project was to compile the experiences and reflections of relevant professionals in the field of education and, on the basis of this testimony, identify limitations with respect to current engagement in this area. We conducted fourteen in-depth interviews with key informants, and their transcripts were analysed using Nvivo software release 1.4, contrasting the coding two by two. The results provide a snapshot of the current context and highlight some of the existing discourses and challenges in the education system around this topic. We conclude that physical activity is a key area in which to work on emotional education and reinforce a gender perspective.

The convivial concealment of religion: Navigating religious diversity during meals in early childhood education – A Norwegian case

ABSTRACT How are religiously based eating regulations navigated in kindergarten, and how does the pedagogical context influence the children’s understandings of religion and nationality? This article builds on a qualitative case study involving observations and group interviews with children in a Norwegian kindergarten. At mealtimes, some children ate different food than their peers due to religiously based eating regulations. Notably, no children connected these differences to religion. Utilising Paul Gilroy's concept of conviviality, I argue that the staff contribute to a convivial concealment of religion. Their approach avoids reducing children to their religious background, and facilitates connections based on shared experiences and interests. However, it fails to give children a deeper understanding of religious diversity and does not address problematic aspects of some children’s working theories. Thus, convivial concealment may contribute to subtle, but significant, processes of exclusion. The study contributes to discussions of everyday religious diversity in educational settings, coining the term ‘convivial concealment of religion’ and analysing consequences of this pedagogical practice.

Painting, Interpretation, Education: Tables of Knowledge in theImaginesof Philostratus the Athenian

AbstractThis article shows how the descriptions of paintings (Imagines) by the ancient Greek author Philostratus (third century AD) can be viewed as pedagogical tools in the introduction to higher education. Philostratus presented his descriptions in the context of a tour in a picture gallery for young students. In the study presented here, the pedagogical context is taken seriously. With the means of three examples, the study shows how Philostratus uses his descriptions to guide his students into the interpretation of paintings, agriculture, and astronomy. Rather than simply present exemplary rhetorical descriptions of paintings as one would expect a rhetorical teacher to do, Philostratus uses paintings as pedagogical working tables where students can view simplified versions of complex fields of knowledge, an approach that is not unlike the visual presentation of introductory knowledge on old-fashioned cardboard wallcharts in modern schools.

Alienation: The foundation of transformative education

AbstractNothing reveals the differences between an internal (i.e., inherently pedagogical) reflection on educational processes and an external (i.e., derived from a philosophical, sociological, psychological, theological or other perspective) more clearly than the differing attitudes towards alienation. Looked at from outside a pedagogical context, alienation appears only negative, deserving nothing but contempt and rejection; examined from inside a pedagogical framework, it proves to be a conditio sine qua non, the process through which transformative education is possible. This article juxtaposes both perspectives in order to defend the conviction that within educational reflections, only an inherently pedagogical, i.e., positive, understanding of alienation is persuasive, whereas other approaches by definition either are outside of pedagogical reflections or belong to a kind of metaphysical thinking that nowadays seems rather outdated. This paper forms part of a Special Issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in exercises of ‘transvaluation’. Certain apparently settled educational concepts (from agency and fulfilment to alienation and ignorance) can be radically reinterpreted such that virtues can be seen as vices, and vices as virtues. The editors encouraged authors to employ polemics and some occasional exaggeration to revalue the educational values that are too readily accepted within contemporary educational discourses.

Pedagogical Linguistics in Romance

Linguists tend to underestimate their educational and societal role, but linguistics matters. Therefore, this article is a plea for linguists to act accordingly and to fulfill their important role boldly and creatively. By dealing with pedagogical aspects of Romance linguistics, an area which I call Romance Pedagogical Linguistics (RPL), I highlight the crucial role of linguistics in various pedagogical contexts of Romance languages and how all involved parties benefit from a strong, confident, and open-minded linguistic component. I assume a wide definition of RPL, thus including not only foreign and heritage language learning and teaching, but also teaching of linguistics in higher education. I demonstrate how Romance Pedagogical Linguistics could look in practice with five examples. In order to illustrate how language pedagogy can benefit from linguistics and what the task of linguistics is in this regard, I discuss subjunctives as well as intonation in Spanish and French foreign language acquisition, and I refer to work on Spanish as a heritage language. Subsequently, I will exemplify two concrete implementations of RPL in higher education by using the method of research-led learning in advanced courses of linguistics dealing with intonation as well as by presenting the Hourglass-Portfolio-Method.

Synthesis of academic and variety art vocals in the methodological and pedagogical context

The purpose of the article. The article considers the specifics of modern vocal performance as a combination of classical singing traditions with the laws of variety art. The research methodology determines the methodical work of the leading Western vocal teacher K. Sadolin "Complete vocal technique", which reveals the internal mechanisms of the performance aspect, including vocal techniques and voice effects used in all musical directions of both classical and variety music (jazz, rock and pop directions). The scientific novelty of the study is that for the first time in Ukrainian science the work is considered, which reveals in detail and offers a new methodological and pedagogical approach to the analysis of modern vocal techniques. At the turn of the XX-XXI centuries formed a classic crossover as a result of a combination of classics and a variety of art vocals. Prominent representatives of this trend in the West were Andrea Bocelli, Sarah Brightman, Emma Chaplin, Alessandro Safina, Philippe Giordano, and others. With the advent of sound equipment, the acoustic conditions in the work of singers changed, which required some correction in both the basic staging of the voice and vocal technique. K. Sadolin (Denmark), S. Riggs (USA), N. Drozhzhina and T. Samaya (Ukraine), and others dealt with the problems of modern singing sound formation. Conclusions. Methodical development of the leading lecturer Katherine Sadolin's "Complete vocal technique" explains the key points of the basic staging of the voice, characterizes the new sound formation, and describes all the vocal techniques of academic and variety art vocals. The terminological aspect of the method K. Sadolin improves the professional vocabulary of modern vocal pedagogy.
 Key words: musical art, vocal performance, academic vocal, variety art vocal, sound formation, classical crossover, vocal techniques.

Translanguaging, co-learning, and participatory investment in multilingual workplaces

AbstractTo date, scholarship on the multilingual workplace has largely focused on professional and corporate settings, ignoring the small scale, often self-employed, immigrant businesses in many British towns and cities. This paper explores what goes unnoticed in such spaces of extended service encounters and focuses on two themes: translanguaging and cooperative disposition, and co-learning practices and identity practices; also introducing the termparticipatory investmentto explain these phenomena.The participants made strategic decisions involving ample use of extensive signs in their semiotic repertoires, going beyond the linguistic resources in order to negotiate, co-construct and aid the meaning. Based on the findings, this paper argues that multilingualism is not a necessary tenet of cooperative disposition, but rather, exposure to contact zones with regular translanguaging activities is what hones it. Many instances also point towards an environment of co-learning, which opened up a space for the parties involved to construct and negotiate various identities and worldviews. Although examined often in pedagogical contexts, this paper argues that co-learning taking place outside of the classroom plays a considerable role in multilingual communication and should be examined thoroughly to create a better understanding of communication and identity practices at contact zones.

“The meal is served, but who are we serving it to?” Challenges in a Maths professional development program during COVID-19 and the strategies developed to address them

ABSTRACT This qualitative exploratory case study focused on a Professional Development (PD) program for mathematics teachers in the public system, which is an underserved community of teachers in Chile. The study aimed to understand how the program addressed the challenges brought by the pandemic. Using semi-structured interviews and drawing from a pedagogy of connection, this study analysed data from nine participants, who were facilitators and coordinators of the PD program. The findings showed that participants identified three sources of challenges: personal, professional, and operational and that they presented the strategies used for addressing them. The strategies, in general, involved a better understanding of the contexts and teachers they served even though doing so prevented them from meeting some curricular goals. Their strategies highlighted the notions of flexibility, humanising aspects of communication, and innovation to overcome the limitation of using technology in pedagogical contexts.

Design of a complete simulator for underwater acoustic localization systems based on spread-spectrum signals

Deploying prototype positioning systems in underwater environments is expensive and an especially challenging task, so a first common approach is to carry out simulated studies to evaluate the requirements and restrictions imposed by the environment. In this regard, it is helpful to have simulation models that allow the generation of a wide range of tests as a previous step to any experimental prototype implementation. For that purpose, this work focuses on the design of a simulation tool that facilitates research on underwater positioning systems by considering several parameters and features, such as the design of the signals emitted by the acoustic transducers (encoding techniques, modulation schemes, etc.), the frequency response and location of emitters and hydrophones, the bathymetry of the seabed, and the channel effects on the ultrasonic signal propagation, implemented in a model based on ray tracing for the propagation of acoustic signals. The simulation tool has been validated through a complete set of tests for different configurations and situations, analyzing the signals involved at different processing stages: baseband, modulated signals, received signals, and final estimated positions. This simulation tool is a valuable asset to research different positioning system configurations or to illustrate several concepts in a pedagogical context.

ONLINE COURSE "FROM IDEA TO FINAL PRODUCT": ORGANIZATIONAL, CONTENT, AND METHODOLOGICAL ASPECTS

The COVID-19 pandemic has imposed unprecedented changes and challenges to the ways of learning, teaching, and communicating within educational institutions. Prophylactic isolation measures, adopted globally, have discontinued face-to-face teaching and precipitated distance learning. This reality highlighted the importance of online courses as creative initiatives to overcome space and time constraints in a limited pedagogical context. It was in this scope that the Project "Exploration of online methodologies in the development of competencies in the audiovisual area" emerged, proposing the creation of a Massive Open Online Course (MOOC) in the audiovisual area (from the idea to the final product) and the development of the online platform LOOP for the implementation and availability of this and other courses held afterward. The project involves three Portuguese higher education institutions and one Spanish one, motivated to develop innovative proposals, both in research and education. Moreover, this network presents a diversity of training in degree courses, master's, and technological specialization programs, which allows us privileged contact with the students and helps us establish priorities and needs. This paper focuses on the survey and analysis, at the national and international level, of MOOCs dedicated to the themes of audiovisual production to expose parameters of both organizational and content scope. The methodological approach will be divided into two phases: a) identification of the criteria for analyzing courses through the literature review; b) and selection of the courses to be analyzed. This selection will be conducted through a database search, identifying the keywords in Portuguese, English, and Spanish: audiovisual online course; audiovisual free course; filmmaking course; scriptwriting course; video editing course; and other derivations. It is hoped to present a set of guidelines for developing the course related to the organization and the content.

A Case Study of College Students’ EFL Learning Experiences on Mobile Phone Applications

Mobile English learning (MEL) has become increasingly popular for its diverse advantages especially since the global COVID-19 pandemic. While a lot of studies have confirmed effectiveness of the mobile approach to learning English in a pedagogical context, there is very limited research that focuses on how students’ MEL experiences vary depending on their individual habits and behaviors out of class. This study is aimed to explore college students’ experiences of learning English as a foreign language (EFL) on mobile phone terminals. To this end, the study was conducted with a sample of 359 undergraduate students from 5 different grades by looking into their time spent after class in learning English on mobile phone applications (MPA), their practice preferences in MEL, the number of MPA used and their views on the helpfulness of EFL learning on MPA. The quantitative results derived provide a relatively comprehensive knowledge of the present situation of MEL in a higher education context. Statistically significant findings of the study are hopefully to offer insights for both policymakers and instructors in higher institutions to understand and promote MEL from more scientific and multi-dimensional perspectives.

Education and the Public

Democracy and education depend on a well-functioning public sphere and adequately informed, educated, participating citizens. There is consensus that the relationship between education and the public sphere can be seen as a fundamental question of educational reflection, which is constantly changing. It is still an open question which effects the digitalization or the pluralistic structure of societies have on education and the public sphere. The 14th edition of On Education takes up these debates with contributions which explore understandings of 'the public sphere', and further the understanding of the relationship between the public sphere and education in different historical, cultural, and pedagogical contexts.

‘A Scorneful Image of this Present World’

Many of Erasmus of Rotterdam’s works were translated into English during the reign of Henry VIII. In the process of translation, the original intention of these texts was often subverted, as Erasmus’s reputation was appropriated by his translators and their patrons to serve a variety of political and religious agendas. The present article is devoted to the translating history of one of Erasmus’s works, Sileni Alcibiadis, a proverb that was detached from the huge paremiographic repository known as Adagia and published as an autonomous work in London in the early 1540s. By highlighting corrections, retouchings and omissions, the article aims at pointing out the ways in which the anonymous translator adapted Erasmus’s text to a different cultural and pedagogic context. The final purpose of this work is to show the way in which Erasmus’s political thought ‘migrates’, with partial manipulations, into the turbulent context of mid-sixteenth-century England.