Pedagogical Intentions Research Articles

Guided notes for university mathematics and their impact on students’ note-taking behaviour

This paper reports findings from a case study of the impact that teaching using guided notes has on university mathematics students’ note-taking behaviour. Whereas previous research indicates that students do not appreciate the importance of lecturers’ non-written comments and record in their notes only what is written on the board when taught with the traditional chalk and talk method, some students in our study recorded the non-written comments as well as some of their own links between sections of the lecture. We did not, however, find students’ attitude towards those comments to be different from what previous research found. We conclude that guided notes can be an appropriate way of teaching university mathematics but on their own cannot make the pedagogical intentions of the lecturer clearer to the students. We also found that the educational environment plays a big part for all aspects of student learning, including decisions related to note-taking during lectures.

Opportunities for self-regulation in preschool: teachers’ perceptions and practices

Resumo Conhecendo as competências das crianças para autorregular as tarefas cotidianas e seguindo uma perspetiva sociocognitiva, procuramos compreender as percepções de educadores de infância sobre a promoção da autorregulação de tarefas. Pretendíamos também conhecer as práticas educativas que promovem oportunidades para as crianças autorregularem tarefas na educação pré-escolar. Realizamos um estudo de casos múltiplos com quatro contextos ao longo de seis meses, entrevistando as educadoras e observando as práticas com os seus grupos de crianças. Nas entrevistas, o aspecto mais destacado pelas educadoras refere que é preciso respeitar o desenvolvimento individual, sendo também necessário potenciá-lo. Nas observações sistemáticas, identificamos 739 indicadores de autorregulação que avaliamos em quatro dimensões: controle emocional e comportamental, controle cognitivo, atitudes prossociais e motivação para a autorregulação. Os resultados permitiram relacionar as dimensões de autorregulação com o discurso das educadoras e as oportunidades observadas nos contextos. As oportunidades que remetiam para o controle emocional e comportamental e o controle cognitivo foram as mais expressivas, no geral, e as de motivação para a autorregulação estiveram em maior número, mas só num contexto. A investigação permite refletir sobre a intencionalidade pedagógica num ambiente onde (quase) tudo é brincar, mas também sublinha a pertinência de desenvolver a autonomia das crianças na educação pré-escolar em graus de liberdade cada vez maiores. Nas implicações do estudo, refere-se que é preciso apoiar os educadores nas suas práticas para que criem oportunidades nos contextos que permitam às crianças deter o papel ativo na construção do conhecimento.

Opening an imaginative space? A study of toys and toy play in a Swedish Waldorf preschool

The aim of this study is to examine how the triadic relationship between children, toys and the educationalcontext of a Waldorf preschool may contribute to children’s growing imagination. The toysprovided at Waldorf preschools in general are simple objects, and the selection is limited. Still, thetoys are supposed to stimulate the imagination of children. In this analysis, we draw on Iris Murdoch’sdistinction between imagination and fantasy in order to highlight two qualities of the abilityof imagination: Imagination implies openness and curiosity towards new ways of being and acting,and fantasy suggests a closed approach that offers few new possibilities. The distinction betweenthese qualities enables us to examine how the relationship between children, toys and educationalcontext opens or closes the children’s growing imagination. The study identifies three particularfactors that influence the possibilities for children’s imagination. These are: a) the form of the toys;b) the placement of the toys; and c) the pedagogical intentions of the teachers and their interactionswith the children.

Homer and the Good Ruler in Antiquity and Beyond ed. by Jacqueline Klooster and Baukje van den Berg

Reviewed by: Homer and the Good Ruler in Antiquity and Beyond ed. by Jacqueline Klooster and Baukje van den Berg Scott Goins Homer and the Good Ruler in Antiquity and Beyond. Edited by Jacqueline Klooster and Baukje van den Berg. Mnemosyne Supplements 413. Leiden, NE and Boston, MA: Brill, 2018. Pp. x + 293. Hardback, $119. ISBN: 978-90-04- 36581-0. This fine collection of papers examines the Homeric poems as Mirrors for Princes. Although other works have studied pedagogical aspects of the Homeric poems, there has been no full-scale examination of Homer as an educator for rulers. The present study presents many facets of the topic, ranging from Homer’s original pedagogical intent, to classical, medieval and modern views of Homer as a guide for those in positions of authority. In their Introduction, the editors note the emphasis the ancients placed on Homer as an educator. While observing that the Iliad and the Odyssey have a greater scope than serving simply as Mirrors for Princes, Klooster and van den Berg show that many passages in the poems have clear educational intent. Homer’s applicability for kingly education is the focus of the first article, in which Irene de Jong shows that the Homeric poems are replete with advice given to the young by a father or a father-figure. De Jong interestingly notes that the paternal (or quasi-paternal) advice often has negative consequences. The piety of Homeric kings is the subject of the following essay by Will Desmond, who focuses on the king’s numinous status. Desmond contends that Homer is most interested in extraordinary figures like Achilles and Odysseus, who “begin to take on aspects of the separate numinous types, and become alternately warrior, bard, prophet, and priest” (53). The book next turns to Homeric reception in antiquity. Jacqueline Klooster surveys interpretations of Phoenix’ ideal of the hero as a “speaker of words and a doer of deeds” (Iliad 9. 443). Examining several sources, she notes that ancient authors interpreted Phoenix’ words positively but often misapplied them in debates over the value of rhetoric and the nature of virtue. Patrick Lake next looks at Plato’s ambivalent attitudes towards Homer. Lake examines several Platonic quotations of Homer and notes that Plato does not dismiss the value of the poet. Instead Plato frequently “misappropriated and misinterpreted” (102) Homer’s [End Page 254] words in making his philosophical points. Misinterpreting Homer is also the subject of Elsa Bouchard’s essay on how ancient scholars viewed the apparent failures of Agamemnon as a leader. In their enthusiasm for authority, exegetes including Aristotle and Porphyry would go to extraordinary lengths to rehabilitate Agamemnon’s actions. Next, Maria Gerolemou examines how the wandering Odysseus is treated as an ideal for the ruler in Polybius’ Histories. Polybius saw Odysseus as a model for traveling rulers and generals, particularly in times of war. Like Odysseus, who was adaptable and observant, leaders such as Hannibal and Scipio are cognizant of the topography of areas where they will do battle. Jeffrey Fish’s following article on Philodemus’ On the Good King According to Homer is especially rewarding, since it examines new texts of Philodemus that Fish is editing. In Philodemus the Homeric king is a model of the Epicurean ruler, who cultivates friendship, peace and sobriety. The theme of virtuous simplicity as depicted by Dionysius of Halicarnassus, Virgil and others is the subject of the next essay by Casper de Jonge. De Jonge links Dionysius’ praise of the simple life as depicted in the Odyssey with the Augustan emphasis on simplicity. David Driscoll follows with a chapter on how intellectuals use Homer to engage in repartee with rulers in Plutarch’s Quaestiones Convivales. Driscoll claims that these scholars are ultimately depicted as petty in trying to make capital of their erudition. Elina Pyy’s article on the heroic ideal as seen in Silius Italicus’ Punica contends that Silius values most aspects of the Homeric heroic code but rejects the primacy given to earning glory. The heroes depicted in the Punica fill the heroic ideal only partially. Pyy sees the Punica as reflecting “Lucanian cynicism” and “the inevitable yet deplorable decline...

People and Animals in Lithuanian Folktales: the Didactical and Psychological Aspects

The purpose of the article is revealing the great variety of relationships between humans and animals in the traditional Lithuanian folktales in order to understand the meaning of the animal motives in this folklore genre. Analysis of the ethical, pedagogical and psychological aspects of the tales rests on the printed and archived materials from the 19th – 20th century. The author discusses the instances of clashing and matching perspectives between the folklore-centered, psychological, and culture-oriented views on the traditional narratives and on the worldview that these narratives reflect. Representations of both the wild animals, birds and reptiles, and the domesticated ones in the Lithuanian fairy tales and animal tales are symbolical rather than realistic, thus encouraging to view these narratives as essentially meant for upbringing or psychotherapy rather than natural education. According to the emotional, ethical and pedagogical value of relationships between the protagonist and the animals, the folktale motives fall into several groups:a. relations based on fear (folktales prohibiting to hurt the totemic animals);b. overcoming of fear and hostility (folktales describing marriage with animals);c. empathy (folktales describing people saving and caring for the animals, and therefore experiencing great success);d. acquiring protection (folktales describing animals sacrificing themselves for the benefit of the protagonist);e. animals endowed with authority in the eyes of the humans (folktales revealing special powers and capacities of the animals, which alone enable the humans to achieve their aims; these tales reveal dependence of people on nature);f. narratives enhancing emotional consciousness (tales of animals and formula tales dedicated to the youngest children and teaching them strategies of safe behavior as well as encouraging their emotional self-awareness);g. hostility (stories derived from the medieval animal epos);h. pragmatism and economical attitude (folktales describing animals as sources of profit rather than self-contained characters).In conclusion, the author assumes that literary tradition must have had minimum impact on the ancient Lithuanian folktales and their worldview in particular, since they do not antagonize the natural and the human world. Contrary to the view expressed by the French cultural historian Robert Darnton maintaining that French tales essentially have been harsh and cynical, the majority of the Lithuanian tales merit recognition for their positive view of the world, for bringing up educational examples, for pedagogical intentions and the general concept that rightful behavior deserves an appropriate reward. Having discussed the psychoanalytic interpretations of folktales, the author assumes that animals in the oldest versions of the Lithuanian folktales play the role of the superego rather than id. This allows to maintain that respectful attitude towards animals was inherent in the culture of the ancient peoples, particularly the peasants, being “discovered” in the literary tradition as late as the end of the 19th century.

Teachers’ conceptualization of content and language integrated learning (CLIL): evidence from a trilingual context

ABSTRACT This paper reports on research into the top-down implementation of CLIL in the trilingual context of Kazakhstan, with a focus on teachers’ conceptualization of integration. Kazakhstan is the first Central Asian country to introduce CLIL for using three different languages as a medium of instruction for different content subjects as part of an ambitious national language-in-education policy. With a constructivist position, the study sought to explore the reality, i.e. the conceptualization of CLIL from teachers’ own perspectives through interviews and observations with five participants, working in the network of 20 state-funded and highly selective Nazarbayev Intellectual Schools. Findings suggest that most of the participating teachers were not aware of the pedagogical intentions behind CLIL and understood it merely as just teaching through another language. The subject teachers, who worked in the context of demanding enquiry-based curriculum, prioritized content over language, assuming only an indirect role in facilitating students’ language development.

Brincadeira na Educação Infantil: possibilidade de humanização e direito fundamental da criança

Este texto apresenta o papel e o lugar da brincadeira no processo de humanização das crianças como um direito fundamental da infância. O objetivo é discutir se o que se concebe (teoria) e se propõe (na prática) como intenção pedagógica contribui efetivamente para a promoção de situações de brincadeira no interior de uma escola pública de uma cidade do interior paulista, a partir de aspectos do currículo na Educação Infantil sob a ótica da Teoria Histórico-Cultural. Retrata aspectos investigativos com um grupo de seis professoras de crianças de cinco anos de idade e os relatos dessas profissionais a partir de um questionário aplicado, somando-se a registros das sessões de observação da prática delas. Os resultados apontam para o valor da apropriação de conhecimentos científicos para a qualificação do trabalho docente com vistas a criar situações propícias à brincadeira como atividade vital para a humanização das crianças.

Antecedentes históricos y jurídicos de la prevención del consumo de drogas legales en los estudiantes universitarios

The investigation reveals from the historical study, the need to scientifically deepen in the problematic of the prevention of the consumption of legal drugs in the process of Health Education of the university students, in correspondence with their individual, collective and professional formation. For its study, criteria were established and stages were determined in correspondence with the significant changes and legal categories in Health Education. The conclusive analysis evidences the need to systematize the theoretical and methodological referents that sustain the development of prevention as a content of health education based on the principle of double pedagogical intentionality for the establishment of theoretical relations between the formative curricula, the personological and the pedagogical professionalism, from which the pedagogical professional preventive training emanates and is concretized in a methodology that has its dynamic axis in the preventive workshops with pedagogical professional orientation.

Technology Disruptions and Elementary Teachers' Problem Solving in an Urban Canadian District: A Case Study

This case study of one urban school district in British Columbia, Canada, examines technology-related disruptions to the teaching plans of seven midcareer elementary school teachers over a 1-year period. Despite having relatively good access to current digital technologies and relatively strong experience in using them, teachers commonly experienced disruptions to their plans that necessitated the use of diverse problem-solving strategies and supports. We examine the types of disruptions teachers recalled experiencing, the strategies they chose to address them, and the perceived success of those strategies in allowing teachers to carry through with their plans for classroom technology use in ways that preserved their pedagogical intent. Implications are discussed with regard to ways that districts might more effectively support elementary teachers’ technology use. (Keywords: technology, lesson planning, disruptions, barriers, professional development)

LA EDUCACIÓN DE LA SEXUALIDAD, UN RETO EN LA FORMACIÓN DE PROFESIONALES DE LA EDUCACIÓN

Health education, specifically, sexuality is an essential aspect to achieve a correct behavior and to understand the limits between sexual relationships and sexual reproductive life. In order to avoid the risks of early pregnancies, promiscuity, STIs and low self-esteem, it is necessary to fulfill the assumption of responsible behavior by all those who interact in the formation of the new generations. It offers a proposal of activities that helps to the integration of the cognitive, stimulatory-orienting and practical acting functions that contribute to the strengthening the responsibility in the education of sexuality of the professionals of the education. It follows the principle of the double pedagogical intentionality in education. It also has appropriate resources to successfully deal with a responsible sexuality by themselves and others.

Teacher‐led inquiry in technology‐supported school communities

AbstractLearning design is a research field which studies how to best support teachers as designers of Technology Enhanced Learning (TEL) situations. Although substantial work has been done in the articulation of the learning design process, little is known about how learning designs are experienced by students and teachers, especially in the context of schools. This paper empirically examines if a teacher inquiry model, as a tool for systematic research by teachers into their own practice, facilitates the connection between the design and data‐informed reflection on TEL interventions in two school communities. High school teachers participated in a learning design professional development program supported by a web‐based community platform integrating a teacher inquiry tool (TILE). A multiple case study was conducted aimed at understanding: (a) current teacher practice and (b) teacher involvement in inquiry cycles of design and classroom implementations with technologies. Multiple data sources were used over a one year period including focus groups transcripts, teacher interview protocols, digital artifacts, and questionnaires. Sharing teacher‐led inquiries together with learning analytics was perceived as being useful for connecting pedagogical intentions with the evaluation of their enactment with learners, and this differed from their current practice. Teachers’ reflections about their designs focused on the time management of learning activities and their familiarity with the enactment and analytics tools. Results inform how technology can support teacher‐led inquiry and collective reflective practice in schools.

E agora, minha gente, uma história eu vou contar: experiências de formação de leitores no berçário

O presente artigo relata procedimentos e resultados alcançados com projetos de leitura literária desenvolvidos em turmas de berçário I e II de uma escola particular de Educação Infantil de Bagé/RS durante nove meses do ano de 2017. A questão norteadora da investigação foi analisar a interação entre crianças e livros, avaliando em que medida as ações corroboraram para a construção de um comportamento leitor por parte dos pequenos alunos. Nesse sentido, descrevemos e analisamos três projetos de leitura (Eu conto, tu recontas, nós nos encantamos, Cantinho do Era uma vez... e Sacola Viajante) aplicados nas turmas, considerando conceitos e pressupostos teóricos advindos da educação e da teoria literária. Os resultados obtidos nos levam a concluir que projetos de literatura em turmas de berçário propiciam a aproximação aos livros e contribuem para a formação de hábitos leitores, mas que a intenção pedagógica e o engajamento familiar são determinantes na sua concretização.

The Context of Maria Knebel’s Artistic Fate: Teachers and Students

The article reveals the main features of M.O. Knebel’ artistic periods. She was an outstanding director and theatre teacher of the 20th century. In May 2018, it was 120 years since her birth. This study applies historical-cultural, sociocultural, and art-historical methods. On the basis of systematization and generalization of her biographical information, as well as analysis of her creative way, the article traces the transformation of M.O. Knebel from a supporting actress to the director and theater teacher. The study is relevant, because M.O. Knebel is underestimated as a person who harmoniously combined acting, directing and pedagogical intentions. There is much attention paid to the main paradox of M.O. Knebel’s creative career, which consists in understanding that if she had not had the episodic actress’ experience she would not have come to the directing and pedagogical way. All M.O. Knebel’s creative achievements arose from her not quite successful acting career. Therefore, the study proves the connection between the experience of M.O. Knebel as an actress of the second roles in the Moscow Academic Art Theater and the successful implementation of her directing and pedagogical aspirations. To identify the hidden springs of M.O. Knebel’s activity, much attention is paid to the context of her work: her circle is analyzed — the teachers, colleagues, students. The author emphasizes that M.O. Knebel was a kind of link between theatrical generations. Being a propagandist of the great Stanislavsky and Nemirovich-Danchenko’s teachings and continuing the traditions of her teachers, she raised a bunch of outstanding directors. Thus, the personality of M.O. Knebel, presented in a wide context, is included, in turn, into the contextual circle for generalization of new directors and actors’ creative work. The article shows the result of the study, which refutes the idea of secondary cultural signifi cance of the actors who did not become famous and did not receive outstanding recognition, but crystallized into great teachers and directors who even established a creative school.

A dança e a educação da feminilidade: Belo Horizonte – MG (1930-1960)

Resumo Em 1934, atendendo somente a meninas, foi criado o primeiro espaço privado e especializado no ensino da dança em Belo Horizonte – MG, o “Curso Natália Lessa”. O contexto histórico e cultural no qual viveram as alunas, a professora e a sociedade que acompanhou esse trabalho compõe cenas na cidade que, apesar das porosidades, suscita um rico conjunto de significados para a formação feminina no período em Belo Horizonte. A hipótese central do estudo é de que suas práticas no ensino da dança para meninas teriam proporcionado uma dada direção para educação da feminilidade em Belo Horizonte e se tornaram referência representativa nessa ambiência. A partir das análises de fontes diversificadas, foi possível identificar a intencionalidade pedagógica do Curso de educar, através da dança, a feminilidade, seguindo ideários em circulação. Desde o início de sua carreira, as declarações e as divulgações sobre o Curso o apresentavam como uma atividade educacional e feminina, com os objetivos de desenvolver qualidades e habilidades vinculadas a três eixos: a graça, a saúde e a beleza, que envolviam questões relativas à disciplina, ao ritmo e à eugenia. Percebe-se que a proposta de Natália Lessa gerava poucos estranhamentos e representava seguramente formas de educar, já legitimadas pela escola, reconhecidas e apreciadas pela sociedade local.

Re-Narrating the Who of the Student, a Response to Clegg

In this article, Samuel D. Rocha responds to Daniel Clegg reply to his previous article, reasserting the limited scope and pedagogical intent of his claims about the worldview of the teacher and its fundamental entanglement within metaphysical disputes. A feature example is Rocha’s discussion of feedback loops. Rocha also affirms Clegg’s original suggestions and contributions to his ideas.

Pedagogical intentions: Enacting a “refreshed” bicultural curriculum positioned at the crossroads of colonial relations, biocultural education, and critical literacy

Pedagogical intentions: Enacting a “refreshed” bicultural curriculum positioned at the crossroads of colonial relations, biocultural education, and critical literacy

Archaeology of an online course: Teaching and learning as social engineering

AbstractThis essay distills pedagogical principles that have emerged through a dozen years of experience teaching a seminary introductory Old Testament course online. The rich interactions and social cues that professors rely on to monitor student learning in face‐to‐face classrooms are replaced by a carefully choreographed pattern of student learning activities and peer‐to‐peer discussion prompts through which the professor “engineers” student learning. A careful description and analysis of the pedagogical intentions and choices embedded in the design of an online course reveals a sociology of online learning and the author's implicit theory of how learning happens.

On the Pedagogical Intent of Clausewitz's On War

On the Pedagogical Intent of Clausewitz's On War

Philosophy of Education of the Third Reich: origin, political and ideological contexts and conceptual constructions

The article proposes the analysis of the development of the philosophy of education in the Third Reich, including its theoretical origin with corresponding social, cultural and political contexts. The leading role of the political romantics is showed in this process with its educational implications. This research has a wide-spread empirical background including narrative interviews with the former participants of the educational processes which are described both on the factual and interpretative level. The semantics and linguistic preferences of national-socialism used in its philosophy of education show the pedagogical intentions grounded on the race theory. The “folk view of world” in the period of the national-social movement was later changed into the philosophy of political education and folk-political anthropology (E. Krieck), where the concept folk community with its leader (Führer) is a constitutive one and the functional education has become a priority before the intentional strategies. The deformation of bourgeois human ideal through returning to the myth of origin and Nietzsche’s concept of the superman is remarkable in the new contrary ideals of “the Soldier” (A. Baeumler) and the “Worker”(E. Jünger) used in the educational practices of the national-socialism with the priority of the functional education. The identification of the “soldier way of life” as the representation of Nordic race with the pedagogical reality had consequences in the curriculum philosophy of schools and universities, where the physical education and the race theory have displaced the traditional subjects studies and their research fields, especially after their synchronic switching on the totalitarian state, which must understand itself as the educational one created for the German race. The national-socialist political pedagogic has the features of the “total mobilization” for the total war as the free decision of young men ready to die for Hitler’s Germany. Emphasizing of the self-activities, self-control, self-aid and self-education in the national-pedagogical directives is connected with the utopian dream of automatically fulfillment of all educational plans with the intention to create a new human for the new society. The new schools organized under national-socialism have showed the regress in comparison with educational institutions of the Weimar republic, where the educational system has showed more variety and flexibility as the chaotic improvisations of the educational reformers of the Third Reich with their fiction of the educational philosophy, which was only the well-known maid of the new political theology.

Power and Control in School Rugby: An Hermeneutic Interpretation of the Pedagogical Intentions of Five Secondary School Rugby Coaches in New Zealand

ABSTRACTThe literature indicates that, historically, justification for rugby participation in New Zealand is intended to develop young males’ character. However, possible shifts in these assumptions has implications for rugby coaching and player development in 21st century learning contexts. Given the current emphasis on humanistic, athlete-centred pedagogies in secondary school physical education and coach education documents in New Zealand, a scarcity of contemporary research exploring this area remains. The current hermeneutic study investigates conversations held with five New Zealand secondary school rugby coaches. Participants’ use of control and power and a reluctance to change from entrenched coach-centred pedagogy is observed, as is an absence of reference to the wider educative nature of rugby participation. Drawing on Bourdieusean notions of ‘capital’ and the socio-cultural contexts in which learning occurs, discussion questions the alignment of the participants’ pedagogies with the current direction and intentions of contemporary curriculum documents in New Zealand.