Pedagogical Intentions Research Articles

Accessing Teacher Candidates’ Pedagogical Intentions and Imagined Teaching Futures through Drama and Arts-Based Structures

ABSTRACTThrough a lens focused on imagining the future, and with a pedagogical goal to help novice teachers embody effective teaching practices in a writing methods course, the authors (two teacher educators) conducted a design-based experiment to determine if we could access teacher candidates’ pedagogical decisions and their future intentions through tableau and other imaginative acts. The authors examined the candidates’ enactments of literacy teaching through an analysis of photographs and implemented the use of tableau and drawings to explore connections between observable teaching acts and the candidates’ imagined teaching futures. Drama and arts-based interventions provided the authors with clear insight into the teacher candidates’ emerging constructions of literacy pedagogy as well as their teaching decisions related to print and multimedia composition. The interventions also enabled the authors to identify patterns that specifically related to the teachers’ emerging perceptions of classrooms as communities. By positioning photographs, tableaux, and drawings as communal vessels through which the candidates could closely and publicly examine their own teaching, the authors observed the candidates’ embodied teaching portrayals, gained access to their thinking, and viewed their anticipated actions as developing teachers. Significantly, the role taking, tableaux, and drawings were not methods for reflecting on the past; rather these modes allowed the authors to glimpse the candidates’ futures through embodied acts.

An Instructor Learning Analytics Implementation Model

With the widespread use of learning analytics tools, there is a need to explore how these technologies can be used to enhance teaching and learning. Little research has been conducted on what human processes are necessary to facilitate meaningful adoption of learning analytics. The research problem is that there is a lack of evidence-based guidance on how instructors can effectively implement learning analytics to support students with the purpose of improving learning outcomes. The goal was to develop and validate a model to guide instructors in the implementation of learning analytics tools. Using design and development research methods, an implementation model was constructed and validated internally. Themes emerged falling into the categories of adoption and caution with six themes falling under adoption including: LA as evidence, reaching out, frequency, early identification/intervention, self-reflection, and align LA with pedagogical intent and three themes falling under the category of caution including: skepticism, fear of overdependence, and question of usefulness. The model should enhance instructors’ use of learning analytics by enabling them to better take advantage of available technologies to support teaching and learning in online and blended learning environments. Researchers can further validate the model by studying its usability (i.e., usefulness, effectiveness, efficiency, and learnability), as well as, how instructors’ use of this model to implement learning analytics in their courses affects retention, persistence, and performance.

Analysis of fluency, space, weight and time in the walking of the Physical Education teacher during classes

This study analyzed the pedagogical intentionality expressed in the teacher’s walk in physical education classes. The data collection was carried out during seven months of direct observation of teachers with different past teaching experience (5 years, more than 10 years and more than 20 years), different genders, different schools and different class situations. In a descriptive and qualitative research, the Laban Movement Analysis was used to describe the walk of teachers in its expressive qualities, comprising the combination of four factors (fluency, space, weight and time) as well as the Pedagogy of Corporeality to analyze the creation of educational movement. During the identification of the three conditions during class (conducting, organizing and enforcing), it was observed that only in the vigorous way of walking to enforce the students, a greater variability in the combination of factors was present. The older group of teachers demonstrated the incorporation of knowledge experience in an integrative pedagogical intentionality.

Feet, footwork, footwear, and “being alive” in the modern school

This article considers the theoretical argument of anthropologist Tim Ingold, that the denial and subsequent encasement of bare feet in footwear was a critical characteristic of the development of modern societies, in exploring three aspects of feet, footwork, and footwear in the history of the modern school. First, the material conditions of feet and footwear are considered towards a sensory, social, cultural, and symbolic understanding of the significance of these body parts and the technological and relational forces at play in the development of modern school systems. Second, the act, experience, and pedagogical intention of walking to and from school is examined through the memories of ex-pupils recounting informal incidental learning experiences as well as through a progressive ideology of urban anarchist pedagogy. Third, the promotion of modern dance and movement in postwar primary education in England is examined with regard to the significance attached to bare feet and the sense of touch in modern school environments. Finally, the article concludes with some observations regarding the historical significance of a shift of focus to the feet of school children in twentieth-century progressive educational agendas.

Les personnages mythiques dans la littérature de jeunesse (Mythical Characters in Children's Literature) ed. by Nathalie Prince and Sylvie Servoise

Reviewed by: Les personnages mythiques dans la littérature de jeunesse (Mythical Characters in Children's Literature) ed. by Nathalie Prince and Sylvie Servoise Anne Cirella-Urrutia (bio) Les personnages mythiques dans la littérature de jeunesse (Mythical Characters in Children's Literature). Edited by Nathalie Prince and Sylvie Servoise. Rennes, Fr.: Presses Universitaires de Rennes, 2015. In this collection of seventeen essays gathered from a symposium on children's literature held at the University of Maine in Le Mans, France (12–14 June 2013), Prince and Servoise fuse two problematic categories of literary theory: the concept study of characterization on the one hand, and the concept study of mythology on the other. How does children's literature "mythify" itself and create myths? How does it recycle mythical figures drawn from the Bible, from Greek and Roman literature, or from comic or literary fictions originally intended for adults? May characters for children be mythical, and, if so, what characteristics differentiate them from classical mythical figures? How does children's literature (including comics) recapture mythical heroes and heroines aesthetically? Do these works simply entertain, or do they reinforce the characters' unchanging archetypical nature? In constructing such a type of children's literature, how do we measure the evolution of mythology in various media for children and young adults? Finally, as part of this generic reconfiguration, how do children benefit from becoming acquainted with such mythical figures and stories, and what are the writers' intentions in rewriting them? Véronique Gély, a specialist in mythology, welcomes this continuation of a debate that she initially launched in 2011 in a symposium held in Paris titled "La Mythologie à l'usage des enfants" (Mythology for use by children), and contends that this book expands the concept study of mythology in literature. She praises the project, examining how contributors refashion familiar and less familiar myths and mythical characters in the light of many pressing issues (political, editorial, and aesthetic) within the genre. Part 1 addresses the problem of characterization with the renewal of characters drawn from Greek mythology into modern narratives. Which elements do children's authors retain, discard, or alter from original myths, and for what effects? The four essays in this section examine the role that authors play in transmitting these mythical heroes and heroines to young people as cultural patrimony. They also assess the significance of the use of mythology as one source of fictional and artistic innovation. Nadège Coutaz compares two best sellers that revive Sophocles's tragic heroine Antigone in Jacques Cassabois's fantasy novel for adolescents Antigone 256 (2007) and Martine Delerm's picture book Antigone peut-être (2007). Antigone is refashioned into multiple images of the child/adolescent figure. The "miniaturization" of Antigone from an adult figure into many images of a rebellious teen who rejects her [End Page 262] prospective marriage attests to these works' editorial success and to the changing status of both girls and adolescents. Sylvie Dardaillon examines Yvan Pommaux's graphic novels and the figure of Ulysses in Œdipe: l'enfant trouvé (2010), Ulysse aux mille ruses (2011), and Troie: la guerre toujours recommencée (2012), in which a father takes on the roles of both narrator and storyteller. Analyzing Pommaux's detailed research and illustration style, she highlights his unique "mytho-graphic" approach, his editorial success, and his pedagogical intentions. Hélène Cassereau-Stoyanov studies Ulysses and other Homeric characters from The Odyssey in Sylvaine Jaoui's adolescent novel Fort comme Ulysse (2011). The poem's ethic reflects onto the life of young Eliott, who gradually becomes blind yet strives to gain independence from his parents and from the students who bully him. The section closes with Agathe Salha's reading of Nathaniel Hawthorne's A Wonder Book for Girls and Boys (1851), in which myths are refashioned as new sources of fantasy and wonder for children and embedded within national American landscapes as part of their "naturalization" (65). Part 2 explores the ways in which children's authors revisit biblical myths for the edification of plots and characterization. The actualizations of such mythical characters reveal the values of the time in which they were born. Carlo Collodi's Le avventure...

Análisis de la práctica docente en la formación inicial de profesores de religión

This article presents the results obtained from an investigation about the early stages of the teacher training process in one of the fundamental areas of Chilean pedagogy programs: practical experiences within the school system. The investigation was carried out in three Chilean universities that offer early training programs to Catholic religion teachers. Through the characteristic strategies of a qualitative study case, the perceptions of students and supervisors were obtained, which allows the identification of achievements, difficulties, pedagogical intent, evaluation and impact of the practice processes. The findings reveal that the perceptions of students and supervisors regarding the learning achieved through a practical education are generally positive, although there is an evident tension between the characteristic pedagogical models of college education and the school system’s requirements. This tension is encouraged by an educational context that places Religion Class as a subject with differentiated normative provisions, which in many cases hinders and raises problems for the teacher’s job.

Teaching about Christianity: a configurative review of research in English schools

This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion’s current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the selection of 58 publications. Then the article’s theoretical frame is explained, drawing on activity theory, and the analysis is set out under three broad organising principles: (1) Teachers’ professional and pedagogical intentions; (2) How teachers draw on different pedagogical strategies to enact these intentions, for example systematic or thematic approaches; and (3) How these intentions and strategies affect pupil learning, such as pupils’ conceptions of difficult topics. The implications for research in religious education are then drawn together, notably the need to consider the pedagogical issues for different religions individually.

The concept of proof in the light of mathematical work

Our article aims to show how illuminating mathematical work as a concept from didactics of mathematics is useful in understanding issues relating to proving and learning of proof, with or without technology. After posing our hypotheses on the relationship of proof with mathematical work, the pedagogical intent of historical elements of geometry and the use of modern technical tools, we present reference contexts and situations around the property of the tangent. These contexts and situations allow for a comparison of the validation modes, the type of epistemic necessity at stake and certain underlying discourse peculiarities. We introduce the idea of a “valence of mathematical work” and we interpret in an a priori approach the main interactions that could maintain a model user-reader in a mathematical working space. We pay special attention to an extract of Elemens de Geometrie by Alexis Claude Clairaut, with one of the reference contexts revisiting his problem with the assistance of dynamic geometry software.

Lixo: outras memórias da/na cidade

Resumo Em vários campos do conhecimento o entendimento sobre o lixo vem sendo problematizado. Este estudo tem como objetivo analisar o modo como os restos da cidade são reconfigurados em outros lugares, como em museus, possibilitando a produção de outros sentidos, para problematizar os modos de subjetivação e possibilidades de singularização que podem vir a ser forjados. Elegemos como experiência dois espaços: um deles instalado em Florianópolis e outro em São Francisco do Sul, SC- Brasil. O primeiro fala de hábitos e consumos dos habitantes da cidade com uma intencionalidade pedagógica evidente, enquanto o segundo carrega afetos de uma família movida a tecer relações outras com os objetos despejados nas vias da cidade. Experiências que produzem memórias para além dos valores hegemônicos, que se revelam, pois, como resistentes e rebeldes, podendo contribuir para a problematização dos sentidos da preservação e da construção de patrimônios, convocando sentidos confiscados por práticas institucionalizadas.

The Interplay Between Mathematicians’ Conceptual and Ideational Mathematics about Continuity of Complex-Valued Functions

Adopting Schiralli and Sinclair’s notions of conceptual mathematics (CM) and ideational mathematics (IM), we investigated mathematicians’ reasoning about continuity of complex-valued functions. While CM centers on formal mathematics as a discipline, IM focuses on how an individual perceives formal mathematics. There were four IM notions that the mathematicians used to convey the idea of continuity for complex-valued functions: control, topological features, preservation of closeness, and paths. The mathematicians’ IM tended to be grounded in their embodied experiences and espoused for pedagogical reasons, in preparation for other actions, or to assist their own reasoning. Some of the mathematicians’ IM metaphors conveyed a domain-first quality, which accounted for the domain of the function before mentioning any objects from the codomain. Given such metaphors did not capture the full structure of the epsilon-delta definition of continuity, the mathematicians transitioned to CM language in an effort to make their IM statements more rigorous. Our research suggests that while IM metaphors stemming from embodied experiences can serve as helpful tools for reasoning about continuity of complex-valued functions, one must be cognizant of ways in which the informal IM must be altered or extended to fully capture the CM. Given the pedagogical intent of many of the participants’ domain-first IM examples, we recommend that care be taken during instruction to deliberately elucidate where the IM is incomplete or fails to encapsulate the intricacies of the CM at hand.

Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics

Lesson Study is rapidly becoming one of the most adopted models of teacher professional development worldwide. In this paper, we examine the teachers’ discussions that are an integral part of the Lesson Study research cycle. In particular, we investigate the ‘dialogic mechanisms’ that enable teachers’ pedagogical intentions to be developed within the context of discussions that stem from observations of students as they address mathematical problems. In so doing we hypothesize about the nature of the ‘dialogic space’ that is created and how this allows teachers to move from the collaborative analysis of student outcomes to an enhanced understanding of pedagogical intentions in mathematics. Data for this paper derive from a large research project taking place in Camden, London. This project aims to implement Lesson Study in the context of the introduction of a New National Curriculum for Mathematics in England. It involves a large cohort of mathematics teachers across primary and secondary schools. Quantitative analysis of video-recorded Lesson Study discussions is reviewed and one illustrative case study is included to contextualise the quantitative data. Findings suggest that a focus on student outcomes enables teachers to collaborate effectively on developing pedagogical intentions to directly address student need. Further, it seems that particular features of dialogue are evident where teachers move to an agreed perspective on pedagogic change; and evidence of ‘supportive moves’ in interactions suggest that a form of dialogic space is necessary if all teachers in a Lesson Study group are to learn from shared understandings about future teaching and learning needs.

Balzac peint les français: satira sociale e costruzione degli idealtipi ne “Les français peints par eux-mêmes

Between 1840 and 1842, the same years in which Balzac develops what will be the Comedie Humaine, Leon Curmer published Les Francais peints par eux-memes. The work takes shape by the collaboration between caricaturists and writers and includes Honore de Balzac who contributed to the project writing two items: the Epicier and La femme comme il faut.Les Francais peints par eux-memes, defined in the subtitle like a moral Encyclopedie du XIXe siecle, is one of the greatest examples of panoramic literature, as defined by Walter Benjamin (Benjamin 1979). In this work there is caricature and physiological determinism used to portray -and not simply describe- human and social types that populated Paris and the Province. The introduction of Leon Curmer and Jules Janin places the global project of the work under the label of 'tableau', already used by Louis-Sebastien Mercier (Mercier 1782).On the one hand, the Humors comes out from the idea of classifying men, emptied of their subjectivity and degraded to social types, like the animals and plants species in the Encyclopedia of the Enlightenment. For this reason, the mise en page (each work item is structured type, tete de page, cul de lampe), helps to create a trans-text (Genette 1997) that is evident for the reader of the time, nourished by Buffon and Cuvier’s works. On the other hand, the intention avowedly serious that has to take care to explain, with a pedagogical intention, French people to the French readers, suggests a second hypothesis: the whole society is laughable because the bourgeoisie of the Louis Philippe reign is ridiculous.The paper aims to investigate the type of satire that emerges from the Opera, with a particular attention for the Epicier by Balzac.

To Write in the Light of Freedom: The Newspapers of the 1964 Mississippi Freedom Schools ed. by William Sturkey and Jon N. Hale

Reviewed by: To Write in the Light of Freedom: The Newspapers of the 1964 Mississippi Freedom Schools ed. by William Sturkey and Jon N. Hale Erin Krutko Devlin To Write in the Light of Freedom: The Newspapers of the 1964 Mississippi Freedom Schools. Edited by William Sturkey and Jon N. Hale. Margaret Walker Alexander Series in African American Studies. (Jackson: University Press of Mississippi, 2015. Pp. [viii], 220. $40.00, ISBN 978-1-62846-188-6.) To Write in the Light of Freedom: The Newspapers of the 1964 Mississippi Freedom Schools is an edited volume of primary source material drawn from Freedom School newspapers produced during Freedom Summer in 1964. Editors William Sturkey and Jon N. Hale have gathered articles, essays, and poems written by Freedom Summer students in eleven communities across Mississippi. The text provides students, teachers, and scholars with access to a collection of sources that have invaluable insights about local [End Page 482] civil rights campaigns as viewed from the perspective of Freedom Summer students themselves. An introduction grounds the collection in the long grassroots struggle to gain access to educational opportunity and equity in the state of Mississippi. Sturkey and Hale also emphasize the connection between education and social activism in the black freedom struggle by tracing the influence of the Highlander Folk School and the Citizenship Schools initiative. The editors highlight the pedagogical intentions of Freedom School organizers, connecting those intentions to this project by noting the central importance “of expressive critical thinking” in the educational curriculum offered to students (p. 32). Student newspapers provided Freedom School students with an outlet to develop writing skills and to share and assimilate knowledge gained about African American history, culture, and literature emphasized in other parts of the curriculum. Students used the newspapers to develop a critique of systemic racism in Mississippi and to commit themselves to movement activism. The excerpts provided from the newspapers provide insight into “the intellectual liberation” of students as expressed in their own words (p. 45). To Write in the Light of Freedom is organized into chapters focused on a particular Freedom School publication and presented in alphabetical order by community of origin. Each chapter is prefaced with a brief description of local community organizing, includes editorial notes on the unique strengths and features of individual newspapers, and contains student work from one or more issues of the publication. This book would be more useful as a research resource if the archival locations of specific newspapers and issues were provided. The editors note that the materials gathered in the collection were located in a wide range of repositories, but the transcribed materials contained in the text are not annotated. Nevertheless, this unprecedented collection of primary source materials from the Freedom School newspapers will be a powerful teaching tool, particularly for high school and college students. As the editors note, the book “offers contemporary youths a unique opportunity to learn about the Civil Rights Movement from the perspectives of people their own age and connect it to their lives today” (p. 46). Erin Krutko Devlin University of Wisconsin, Eau Claire Copyright © 2016 The Southern Historical Association

BASIСS OF SPIRITUAL EDUCATION IN THE PEDAGOGICAL CONCEPT OF V.V. ZENKOVSKY

The article focuses on the pedagogical views of one of the greatest Russian religious philosophers V.V. Zenkovsky. It highlights the important value priorities of the educational traditions of the Russian school and their significance for the real progress. The article also highlights the cognitive aspect of the problem of the correlation of faith and knowledge in the pedagogical intentions of V. V. Zenkovsky, stresses the ethical vector of cognitive activity in the framework of the goal setting of Orthodox anthropology and the conceptual hierarchy of the Christian anthropological triad "body - soul - spirit." The principle of correspondence of educational problems to the stages of spiritual development of people is called as a key principle of the pedagogical innovations of V.V. Zenkovsky which have not lost their actuality.

BASIСS OF SPIRITUAL EDUCATION IN THE PEDAGOGICAL CONCEPT OF V.V. ZENKOVSKY

The article focuses on the pedagogical views of one of the greatest Russian religious philosophers V.V. Zenkovsky. It highlights the important value priorities of the educational traditions of the Russian school and their significance for the real progress. The article also highlights the cognitive aspect of the problem of the correlation of faith and knowledge in the pedagogical intentions of V. V. Zenkovsky, stresses the ethical vector of cognitive activity in the framework of the goal setting of Orthodox anthropology and the conceptual hierarchy of the Christian anthropological triad body - soul - spirit. The principle of correspondence of educational problems to the stages of spiritual development of people is called as a key principle of the pedagogical innovations of V.V. Zenkovsky which have not lost their actuality.

BASIСS OF SPIRITUAL EDUCATION IN THE PEDAGOGICAL CONCEPT OF V.V. ZENKOVSKY

The article focuses on the pedagogical views of one of the greatest Russian religious philosophers V.V. Zenkovsky. It highlights the important value priorities of the educational traditions of the Russian school and their significance for the real progress. The article also highlights the cognitive aspect of the problem of the correlation of faith and knowledge in the pedagogical intentions of V. V. Zenkovsky, stresses the ethical vector of cognitive activity in the framework of the goal setting of Orthodox anthropology and the conceptual hierarchy of the Christian anthropological triad "body - soul - spirit." The principle of correspondence of educational problems to the stages of spiritual development of people is called as a key principle of the pedagogical innovations of V.V. Zenkovsky which have not lost their actuality.

I, Claudius (1976) vs Rome (2005), or Ancient Rome revisited by te

On top of its arguably philosophical and/or pedagogical intentions, the representation of Antiquity in literature and film has always conveyed much about the ideology of the periods in which it was written or filmed. For example, the social and cultural background radically altered between two critically acclaimed BBC television series about Ancient Rome: the 1976 I, Claudius, an adaptation of Robert Graves’ novels, and the 2005 first season of Rome, a BBC-HBO coproduction. Whereas I, Claudius is set almost exclusively within the ruling Imperial family and considers history as that of “great men”, Rome on the other hand clearly plays on the fascination for class distinctions and more specifically on the division between Patricians and Plebeians. This conception of Roman history is also built into Rome’s structure, as the lives of two common soldiers are intertwined with major historical events and characters, giving a fresh perspective on well-known occurrences. The way in which sexuality and religion are dealt with in both series is also quite relevant to the times in which they were filmed but on the other hand, their representation of the role of women as, essentially, mothers, seems to conform to the same stereotype.

La storia morantiana sullo schermo

This interpretation of the cinematographic version of the novel La Storia by Luigi Comencini is far from a re-signification of the literary text. We will prove that this director, who has a pedagogical intent but opposes the political use of the cinema (and pays attention to avoid the typical pitiability of the Neo Realism) faithfully respects the Morant’s aims. He makes a film on the innocence threatened by death and violence during the war (at the same manner, innocence is threatened by education during the peace). Useppe is our own conscience in front of the history. Comencini deliberately simplifies the contents of Morante’s novel, which are transformed in exemplary scenes: the first of them on the equivocations of vitality, the second on the destroyed innocence, the third on Jewishness, the fourth on incoherence, etc. Comencini explicates the relation between the micro-history and the macro-history, which intersect one to each other although they don’t go ahead in parallel, using old documentary which alternate with the history of the main characters. The genesis of every historical event is an human act (or an human failed act).

Famiglia, politica e mass media. La rappresentazione audiovisiva nel Pci e nella Dc degli anni cinquanta

The audiovisual production by Dc and Pci during the fifties had a clear pedagogical intention. Political information, culture and propaganda reveal social models and cultural stereotypes, with the aim to create a citizen’s prototype depending on party’s ideology. The deconstruction of the narrative codes shows the strong aim of the two organizations to control and embank the fast evolution of the civil society. In this perspective, the public use of the family is a perfect object for this ideological campaign; the mixture of emotions and feelings in the everyday life, in the society and inside the institutions refers to the relationship between public and private spheres, that is a deep mark during this tense decade.

Teacher repair in a second language class for low-literate adults

This paper complicates the practice of teacher repair in the second language (L2) classroom by specifically focusing on the subset of adult English learners who have a background of low literacy. Using Conversation Analysis, this study explores the interactional means locally available for the low-literate learners to deal with teacher repair in the activity of vocabulary introduction. The analysis shows that the organization of teacher repair is oriented to the learners’ state of literacy, which for the teacher holds priority over what the literature has found as repair strategies sui generis either inside or outside the L2 classroom. The teacher profitably tailors her (para)linguistic input for the learners to perceive and react to her repair, and this rule-governed turn construction helps them identify the pedagogical intent of each turn. These findings will enrich the discussion of whether our existing knowledge of L2 repair can be extended to all learners.