Pedagogical Practices Research Articles

Comprehensive Evaluation of Digital Teaching Competencies of Vocational College Educators: A Comparative Study

This paper provides a comprehensive overview of the current status, key factors, and future trends in the evaluation of digital teaching competencies among vocational college educators, both domestically and internationally. In China, vocational colleges have markedly enhanced teachers' digital teaching capabilities through various evaluation methods, including self-evaluation, peer evaluation, and student feedback, integrated with diverse teaching activities such as classroom observations, lesson plan evaluations, and digital resource production. However, challenges remain in the evaluation system, particularly in balancing technical assessments with innovations in teaching and student interaction. Internationally, regions such as the United States, the European Union, and Russia have developed robust evaluation systems that emphasize the deep integration of technology with pedagogical practices, digital literacy, and interdisciplinary competencies. These systems offer clear evaluation criteria, scientific methodologies, and diverse approaches, providing valuable insights for China's educational framework. Moving forward, the evaluation of digital teaching competencies in vocational colleges is expected to become more detailed and multi-faceted, with a heightened focus on media resource design and the integration of school-industry partnerships to advance teaching practices and professional development.

Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare

ABSTRACT This narrative self-study explores how a teacher educator managed to maintain civility while addressing controversial issues in a multicultural education course in Texas, amidst student resistance to a radical democratic curriculum. The educator describes their experience with Gabriel, a student whose resistance bumped against critical pedagogy approaches. Despite the educator’s careful planning and dialogue-centered teaching, an unforeseen moment of discomfort exposed the limitations of the teaching strategies. methods and underscored the need for emotional awareness in the act of teaching. The study’s findings explore critical pedagogical practices through explication of reflection-before-action, reflection-in-action, and reflection-after-action. Reflection-before-action, while valuable, cannot fully prepare educators for unexpected challenges, such as student resistance, that arise during teaching. Continued reflection in and on action is often necessary. Reflection-in-action revealed that a dialogue protocol used to maintain civility was inadequate, as it could not effectively handle dissent. Reflection-after-action, through personal journaling and discussions with critical friends and students, provided insights into managing the educator’s emotions, challenging assumptions, and enhancing listening and reflective skills. The study highlights the importance of embracing uncertainty and emotional complexity in teaching. It argues that effective critical pedagogy requires ongoing reflection and adaptability. Authors advocate for an ethical teaching approach that aligns with Freire’s call for empathy, humility, and daring dialogue, with students to bridge diverse, even contested, perspectives and foster democratic problem-solving experiences in education.

O USO DOS RITMOS E DANÇAS NA EDUCAÇÃO ESCOLAR

This text is an excerpt from the Master’s Dissertation that addresses THE TRIPLE BORDER OF BRAZIL, PERU AND COLOMBIA: CULTURAL DIVERSITY AS A TEACHING TOOL IN A 3RD YEAR CLASS OF PIO VEIGA STATE SCHOOL IN THE MUNICIPALITY OF ATALAIA DO NORTE. Brazil is a country made up of great cultural diversity made up of different peoples, Africans, Europeans and indigenous people, each with their own customs, values ​​and beliefs, a mixture of different cultures. Schools located on borders, for example, are schools considered to have a higher rate of cultural diversity, as they are influenced by neighboring cities/countries. It is worth highlighting that Brazil has intense borders with several South American countries. Among these intense borders, in this study we will highlight the Triple Border: Brazil, Peru and Colombia. Although the school is a favorable environment for working with cultural diversity, what has been seen in the school environment is the great difficulty teachers have in integrating these diversities into their pedagogical practices. In this way, the school must assume the role of intermediary, for the study and knowledge of existing cultures within the school environment, through meaningful pedagogical practices. Thus, this study aimed to analyze how the cultural diversity of the triple border can contribute to the student training process.

From Student to Teacher: Learning then Implementing DH Pedagogical Practices

From Student to Teacher: Learning then Implementing DH Pedagogical Practices

Intended effort and self-related and social experiences during study abroad at a European university

ABSTRACT This study investigates the role of individual difference (ID) variables in a single-setting Hungarian study abroad (SA) context. We contribute to the growing body of research dealing with students in European SA contexts highlighting the importance of social and academic circumstances as well. Data was collected with a validated questionnaire (N = 106) that measured international students’ intended effort, self-regulation, self-efficacy beliefs, and social experiences. Our main results present a rather positive picture of international students’ IDs, but we found differences among students studying at various levels and length of stay. In terms of the relationships among the scales, it seems that students’ intended effort was shaped by their self-efficacy beliefs pertaining to evaluation and students’ experiences of community-related issues. Hence, we conclude that when it comes to the role of IDs in SA contexts, it is not only academic activity-related variations that should be considered, but also the social characteristics of the context. Our results have significant implications for pedagogical practice and future research, highlighting the importance of not only the support students receive before and during their SA, which can positively influence their self-efficacy beliefs, but also underscoring the relevance of community-related support at the host institute.

Examining the practice of culturally responsive pedagogy in upper primary school mathematics: Perceptions and competencies of teachers in North Wollo zone, Ethiopia

This study aimed to examine the status of culturally responsive pedagogy (CRP) practices among upper primary school mathematics teachers in North Wollo Zone, Ethiopia. To achieve this purpose, the researchers employed a mixed-methods convergent research design. The participants included teachers, students, principals, and department heads. Data were collected from these participants through questionnaires and interviews, and analyzed using both quantitative and qualitative techniques. Results indicated that teachers employed CRP strategies in mathematics instruction on an occasional basis. Furthermore, the results revealed significant correlations between the independent variables—school location, teaching experience, CRP perception, and CRP competency—and the practice of CRP. Notably, teaching experience and CRP competencies were found to positively and significantly predict the dependent variable of CRP practices in mathematics education. These findings underscore the need for teachers to gain teaching experience, enhance their cultural competence, and exchange insights on implementing responsive teaching methods that integrate cultural elements and real-life contexts.

Intersectionality Pedagogy: Centering Black Women’s Knowledges, Voices, and Lives in Teaching and Learning

Intersectionality is a perspective that brings visibility to how Black women are relegated to the margins of the university curriculum, if included at all. With this article, we extend our research on intersectionality methodology to explore intersectionality pedagogy (IP) and the significance of centering Black women’s experiences in teaching and learning processes as one form of me-search. IP serves as the framing to build on the legacy of bell hooks and bring Black women, our knowledges and lived experiences from the margins of society to the center of pedagogical praxis.

Teacher collaboration and innovative learning spaces in New Zealand

ABSTRACT The changing architectural design of the spaces where schooling occurs can impact on the types of pedagogical practices that were once solely viewed within the traditional single teacher classroom. Innovative learning environments are being built where there can be multiple teachers with larger cohorts of students. This may provide more opportunities for collaboration amongst teachers which may enhance learning opportunities. This New Zealand study looks at the views of ten primary school teachers in innovative learning environments and the results from a national survey in regard to primary teachers’ and principals’ perceptions on teacher collaboration and innovative learning environments. Specifically, we highlight the views of principals and teachers situated within the New Zealand education system and the range of views they bring to this change to the types of differing structural spaces of learning and teaching. The findings suggest that a continuing challenge for teachers is the level of noise and the wide range of distractions within innovative learning environment. The attitudes and adaptability of teachers to adjust to change, and their opportunities for professional development to prepare for this change are key influential factors.

Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education

Whilst mainstream schools in England may encourage multilingualism by insisting on the study of foreign languages, multilingual children are not always provided with support for the maintenance of their heritage languages and cultures. In response to this shortcoming, communities organise themselves to support their young members by setting up extra-curricular education institutions or associations, also called complementary schools, which contribute to the cultural and linguistic maintenance of minority communities. Through emblematic extracts from a fourteen-month ethnographic research in an Italian complementary school in London, this article examines how HL learners engage in and reflect on their multilingual practices and how they develop agency in their learning environment. The findings illustrate how critical modes of teaching and learning that make space for multilingualism can provide children with unique opportunities to discover, explore and experiment with their multilingual and multicultural selves, which, in turn, permit them to access linguistic resources and legitimise multilingual learner identities. Expanding on Fishman’s notion of ‘breathing space’, the article suggests that complementary schools represent a space where minority languages but also pedagogical practices can breathe and develop.

Use of parkour in primary school physical education to develop motor creativity, divergent thinking, movement competence, and perceived motor competence

ABSTRACT Purpose As an extension of adventure education in school physical education, parkour has the potential to develop problem-solving and creative thinking along with the development of curriculum linked motor competencies and self-competence in a fun and risk-taking environment. This study aimed to investigate whether an adventure education model-based parkour intervention is more effective than the regular physical education in development of divergent thinking, motor creativity, movement competence and perceived motor competence of fourth-grade students. Methods A quasi-experimental, between group design was used. The participants were 55 fourth-grade students (Intervention: 28 from 1 school, Comparison: 27 from 2 schools) in rural regions. An eight-week parkour intervention (16 sessions) was designed and conducted for the intervention group, while the comparison group continued the regular physical education curriculum. One-way ANCOVA was used for the data analysis (p < .01). Measurement tools included Play Creativity, Divergent Thinking: Realistic Presented Problems, Körperkoordinationstest für Kinder: KTK and Perceived Motor Competence Questionnaire in Childhood (PMC-C). Findings Significant differences in motor creativity [F(1,52) = 9.76, p = .003, partial η2 = .158], divergent thinking skills [fluency F(1,52) = 33.14, p < .001, partial η2 = .389; originality F(1,52) = 7.39, p = .009, partial η2 = .124], movement competence [F(1,52) = 34.45, p < .001, partial η2 = .398], and perceived motor competence [F(1,52) = 7.44, p = .009, partial η2 = .125] were observed when compared to the comparison group. The intervention integrity was assessed to be 90%, and the attendance rate of the participants in the intervention was 87.2%. Conclusions This adventure education model-based parkour unit was effective in developing general and movement related creativity, as well as movement competence and perceived motor competence of primary school students. This study has implications for deploying movement exploratory approaches such as parkour as a means to achieve quality physical education characteristics which could involve professional development on the adventure education framework, parkour specific training, as well as non-linear and physical literacy enriched pedagogical practices.

Dispositions Are a Teacher’s Greatest Strength: Mindful Pedagogical Practices to Develop Self-Awareness to Flourish in the Classroom

Dispositions Are a Teacher’s Greatest Strength: Mindful Pedagogical Practices to Develop Self-Awareness to Flourish in the Classroom

What About Language?: A Mixed Methods Examination of the Impact of Person-Centered Language on Students' Perceptions of Individuals Who Commit Sex Offenses.

Person-centered language is a well-known approach to reducing stigmatizing labels among marginalized groups. However, little research has explored person-centered language's impact in criminal justice classrooms. Utilizing a mixed-method research design, this study explores the impact of person-centered language on students' perceptions of persons convicted of sex offenses. The study used three sections of an online Sex Crimes course. The course sections were identical, except for the language used and awareness of person-centered language; the control group section did not utilize person-centered language, the second section utilized person-centered language, and the third section utilized person-centered language and was given an informational lecture on stigmatizing language. Quantitative data was collected from the Perceptions of Sex Offenders Scale at the beginning and end of the semester. Students' end-of-semester reflection papers served as the qualitative component. The findings suggest shifts in punitive attitudes toward sentencing and management for the group exposed to person-centered language and the informational lecture. These differences were not apparent for the other groups and subscales. While qualitative data provided a more in-depth understanding of students' perceptions, overall, exposure to person-centered language didn't seem to impact student perceptions. However, exposure alongside a lecture about person-centered language, seemingly had a more pronounced impact on students' perceptions, suggesting that transparency surrounding language and reducing stigma are important components of person-centered language. The findings have implications for using person-centered language for criminal justice pedagogical practices, as well as considerations beyond the classroom (e.g., program development and curricula).

THE CHALLENGES OF EJA TEACHERS

The present work aimed to report the experiences of teachers working at EJA in a school in the municipal network of Boa Vista, Roraima. The need to understand the challenges and practices of teaching methodologies in EJA was addressed. The methodology used was content analysis. The results revealed three categories: Category 1 - Training; Category 2 - Challenges; Category 3 - affectivity, which evidenced the way EJA teachers understand the teaching/learning issues of these students. The investigation pointed out that the lack of implementation of public and educational policies represented by the categories analyzed requires a change of paradigms, as well as physical structure, pedagogical/didactic and human resources. In addition to the issue of teacher training to deal with learning difficulties of EJA students. It is concluded that the pedagogical practices that serve both young and adults need to be renewed, but always considering their prior knowledge for more significant learning.

Theoretical and methodological trends in scientific production on pedagogical practices in Physical Education in Latin America

Theoretical and methodological trends in scientific production on pedagogical practices in Physical Education in Latin America

TPACK model: its application in the analysis of the integration of ICT into university teaching. Narrative, context and teaching praxis

TPACK model: its application in the analysis of the integration of ICT into university teaching. Narrative, context and teaching praxis

By word of mouth: the case for teacher-to-teacher research dialogue

Abstract The current study investigated factors that potentially influenced the pedagogic practices of 132 EFL teachers from 28 secondary schools in a large city in Poland. The teachers completed a questionnaire about the factors that impacted their teaching practices. The primary influences on teaching practices turned out to be the course textbook and the secondary school exit exam. The data were further analysed using cluster analysis to identify groups of teachers with similar profiles. The results indicated two main clusters. One cluster was favourable to research-related resources, such as publications, conferences, and workshops. A second cluster was less favourable towards research. We interpret this result as highlighting the importance of within-profession dialogue in which research awareness and useful evidence-based practices are shared among teachers.

Characterizing teacher support of debugging with physical computing: Debugging pedagogies in practice

Objectives . Physical computing systems are increasingly being integrated into secondary school science and STEM instruction, yet little is known about how teachers, especially those with little background and experience in computing, help students during the inevitable debugging moments that arise. In this paper, we describe a framework, comprising two dimensions, for characterizing how teachers support students as they debug a physical computing system called the Data Sensor Hub (DaSH). The DaSH enables students to program sensors to measure, analyze, and visualize data as they engage in science inquiry activities. Participants . Five secondary school teachers implemented an inquiry-oriented instructional unit designed to introduce students to working with the DaSH as a tool for scientific inquiry. Study Method . Findings drew on video analysis of the teachers’ classroom implementations of the unit. A review of the data corpus led to the selection of 23 moments where the teachers supported an individual or small groups of students engaged in debugging. These moments were analyzed using a grounded perspective based on Interaction Analysis to characterize the teachers' varied interactional approaches. Findings . Our analysis revealed how teachers’ moves during debugging moments fell along two dimensions. The first dimension characterizes teachers’ positioning during the debugging interactions, ranging from a positioning for teacher understanding to a positioning for student understanding of the bug. The second dimension characterizes the inquiry orientation of the teachers’ questions and guidance, ranging from focusing on the debugging process to focusing on the product – or fixing the bug. Further, teachers’ moves often fell along different points on these dimensions in any given interaction given nuances in the instructional context. Conclusions . The framework offers a first step towards characterizing teachers’ debugging pedagogy as they support students during debugging moments. It also calls attention to how teachers do not necessarily need to be programming experts to effectively help students learn independent and generalizable debugging strategies. Further, it illustrates the variety of expertise that teachers can bring to debugging moments to support students learning to debug. Finally, the framework provides implications for the design of professional learning and supports for teachers as they increasingly are asked to support students in computing – and debugging – activities across a range of disciplines.

DEVELOPMENT OF ENVIRONMENTAL AND HEALTH-CONSCIOUS BEHAVIOUR IN LOWER PRIMARY ENGLISH LESSONS

Health as a value was already respected in the life of the oldest communities, and they tried to create harmony in their lives. The perception of health, the positive attitudes to wards health are established in childhood. Families and the educational work carried out in public education institutions, occupy a special place in this process. Health education and promotion, as important elements of education for sustainability, prepare students to respect health as a value and be able to contribute to the creation of a sustainable soci ety and economy in an active and constructive way. The purpose of this study is to present the theoretical background and pedagogical practice of health education by examining the Moson-Sopron county, and a survey performed with the headteachers and English teachers of the elementary schools of this county. We assume that these schools have a Health education program, health education is included in the curriculum of all subjects, project work is considered a significant method. Environment and health education can be supported by project work, highlighting sustainability and the importance of environment protection. The novelty of the pilot environmental education project - presented in this paper - is the module focusing on environmental hazards, as this is an extracurricular topic. The pre- and post-survey carried out among the 4th grade learners of a volunteer primary school before and after the project implementation proved that they had some basic knowledge about some areas of sustainability and healthy life but the project could help them to widen and deepen their knowledge and to understand the link between environment and their health.

Implementación de la gamificación en el aprendizaje de conceptos de Ciencias Naturales y su influencia en la motivación de los estudiantes

The general objective of the research was to evaluate the impact of gamification on the learning of Natural Sciences concepts and the motivation of ninth-grade students, comparing with a traditional teaching approach. Theoretical methods such as analytical-synthetic and inductive-deductive methods were used to analyze and synthesize information. Empirical methods include student surveys, pedagogical tests and specialist criteria. The research is declared quasi-experimental and descriptive, allowing groups to be compared and educational phenomena to be described. The gamified strategy was designed to address the contents of curricular block 4. The Earth and the Universe in ninth grade, guaranteeing the development of cognitive and scientific skills typical of the educational level. The results revealed that the group where gamification was applied showed better performance in all aspects evaluated. Students demonstrated a stronger understanding of Natural Sciences Curricular Block 4 concepts, an increase in class participation and collaboration, and greater interest in gamified learning activities. In addition, an increase in the ability to apply knowledge in practical situations was observed. These findings suggest that gamification can significantly improve the teaching-learning process in Natural Sciences, fostering a more stimulating and effective educational environment. It is recommended that educators consider integrating gamified strategies into their pedagogical practices to promote more meaningful and motivating learning in this area of ​​knowledge.

‘Racialised nudity’ in social work education: critical reflections on cross-cultural pedagogies

ABSTRACT Fostering cross-cultural learning is an important component in social work education in Australia. However, cross-cultural learning competencies are often criticized for lacking meaningful engagement with effective decolonial processes. Drawing on a postcolonial perspective, this paper offers a theoretical critique of pedagogical practices that create, sustain, and reinforce racial hierarchy in cross-cultural learning. These practices are discussed within the notions of tokenistic inclusion and racialized nudity that illustrate deficit models of cultural engagement. The paper is underpinned by the argument that a broadly defined and uncritically designed cross-cultural teaching and learning experience runs the risk of perpetuating white supremacy and dominance in social work education. By critiquing tokenistic cross-cultural pedagogical practices, this paper advocates for a re-orientation of social work education where a decolonial approach to knowledge production is embraced within curriculum design with a prioritized focus on the intersection of whiteness and racism.