Pedagogical Relationship Research Articles

Walking with Water: (Re)Making Pedagogical Relations through Walking and Artmaking

This paper unfolds the artful and pedagogical potentials of engaging in a simultaneous practice of walking and artmaking in different locations, along bodies of water, and together-apart. Through introducing the term co-living inquiry as a thread between action research and a/r/tography, we suggest how the notion of walking with as both action and metaphor has provided conditions for us to explore ways of (re)making relations among our walking bodies, the places we walk in, and our works of art as a collective effort to create a learning community of artists and art educators together apart.

DEVELOPMENT OF CULTURE COMMUNICATION IN THE STUDENT ENVIRONMENT

Purposeful, systematic work on the education of skills and habits of cultural behavior begins with the arrival of students at an educational institution. Even at school, the foundations of neatness, politeness, accuracy are laid, such good manners as the ability to behave culturally, at home, on the street and in public places are instilled. The development of a culture of communication of students in psychological and pedagogical education can increase the methodological culture of the teacher. The dialogue provides a conceptual educational and educational orientation of the teacher's activities, professionalism and the formation of social activity of the individual. Pedagogical dialogue is a special type of pedagogical relations built on the principles of cooperation, co-creation, mutual respect and mutual understanding, a specific form of communication that involves not only the information connection of the subjects, but also their spiritual unity, a special form of pedagogical interaction aimed at solving the problem. The purpose of the study is to develop methodological recommendations for pedagogical communication of students based on the analysis of psychological and pedagogical studies on the problem.

‘Don’t Say It’s Going to Be Okay’: How International Educators Embrace Transformative Education to Support Their Students Navigating Our Global Climate Emergency

Many education professionals are looking to Environmental and Sustainability Education as a guide to incorporate curricular lessons and activities into school classrooms and other learning environments. Building upon the framework of Jickling and Wals (2008) of identifying how to teach about environmental education in transformative ways, this study examined how the experiences and perspectives of seven faculty and staff members at a K-12 International Baccalaureate school in Singapore impacted how they taught about sustainability issues. It also investigated how they work to empower students to become change agents by employing concepts and strategies such as hands-on learning, systems thinking, and service learning. Qualitative interview data revealed four overarching key themes: (1) importance of local context (both the school and the broader socio-political context), (2) pedagogy in relation to student psychology, (3) teacher and staff views on effective pedagogy for teaching about climate crises, and (4) mental health, as experienced by both students and their educators. Teachers and their students regularly struggled with tensions of authority (e.g., school/government, parent/child, teacher/student) and outlook (e.g., “doomism”/hope, empowered/disempowered). Nonetheless, they expressed a variety of thoughtful ways to cultivate their students’ lifelong advocacy for the environment and other related social justice issues.

Differentiated instruction in L2 teaching: two extensive reading programmes conducted during COVID-19 pandemic

ABSTRACT Purpose This study investigates two extensive reading (ER) programmes carried out in a secondary school in Beijing during the COVID-19 pandemic, with the aim of analysing how differentiated instruction (DI) is reflected in the ER implementation and how this forced online learning inform foreign/second language (L2) pedagogy in relation to ER and DI. Design/methodology/approach Adopting an exploratory case study approach, the study collected data from multiple sources: interview with six students and two teachers; questionnaire survey (N = 74 + 27); teachers’ reflective journal; documents related to the two reading programmes. Data collection lasted for a semester (six months). Thematic analysis was used to code and interpret data. Findings Following the five-category framework for differentiated instruction (Tomlinson, C. A., and T. Moon. 2013. Assessment and Student Success in a Differentiated Classroom. Alexandria: Association for Supervision & Curriculum Development), this study collects evidence of DI implementation in terms of content (three-tiered system of providing reading materials), process (personalised reading frequency and quantity), and product (diversified forms/platforms of presentation of reading results) of the reading programmes. However, due to the online teaching mode, DI was not fully reflected in aspects of affect (inadequate collaborative activities and interaction between students and teacher) and learning environment (lack of studying-together atmosphere). Results also indicate a widening gap between higher and lower achieving learners regarding engagement with ER activities due to differences in student autonomy and parental involvement. Originality/value This study provides some insights into differentiated instruction in ER implementation in the lockdown period, and proposes implications for L2 pedagogical design and innovation with a DI approach to ER.

Change Life to Online: Pedagogical Relationship in Pandemic Time

Suddenly, the distance education system, which had been created to reach audiences traditionally without access to on-site teaching offers, became the norm. Teachers and Schools had to face this important question from day to night: how to continue to educate, share knowledge, help students and motivate them in the construction of knowledge? The purpose of this communication is to reflect on the effects of the schools closure, due to pandemic, on the pedagogical practices of teachers, namely on the pedagogical relationship. 59 Portuguese teachers of basic and secondary education were questioned, in a casual sample, but diversified in terms of the subjects they teach.The data obtained allow to conclude that despite all the constraints, the pedagogical relationship was maintained and even came out reinforced from the confinement experience.

Moderating role of the pedagogical relationship in LGBT inclusivity of schools in Croatia

This article presents a thematic analysis of a part of research results on LGBT (in)visibility in education from the perspective of educators, obtained by four focus groups conducted with educators (N = 27) employed at four secondary schools. The aim of the article is to apply the pedagogical relationship as a conceptual framework to analyze the modalities of the role of educators in mediating LGBT topics and in pedagogical interactions, which may be particularly important for LGBT students, presented through the threatening vs. supporting dichotomy. The results indicate it is possible to understand the quality of the pedagogical relationship between teachers and students as a continuum, with homophobic behavior of teachers on one end and explicit addressing of others’ homophobic practices on the other, while also grasping the importance of the pedagogical relationship’s microcontextual framework for the well-being of LGBT students.

Innovative teachers training for chemistry teaching through digital technologies

Faced with a complex and constantly changing world, it is essential to form citizens capable of adapting to their environment and being able to position themselves consciously and critically in front of it. A Reflection-Oriented Process was developed which allows students to question simplistic views of the teaching and learning process of sciences. It is based on four interrelated contexts: (i) reflecting as a student in science classes; (ii) reflecting on other teaching practices from didactic resources; (iii) reflecting on the opinions of researchers; (iv) reflecting on their own teaching practice. A qualitative research was developed during the online classes, with 24 students, in view of the question: How to develop innovative teachers through digital technologies? The classes were developed using digital technologies and recorded through Google Meet, making it possible to obtain data. They re-thought about: the development of scientific language, the introduction of mathematical languages, the pedagogical relationships, and the development of higher-order cognitive skills.

Performing arts and neuroscience: body and mirrors in theatrical expressivity

Neuroscience, pedagogy and theatre: different epistemologies which, through dialogue, reflect each other from different perspectives, generating openings and multiplying meanings. They create links, networks, relationships of meaning and offer people creative and resilient strategies capable of generating beauty through the creation of shared spaces of action. In the pedagogical relationship between actor and spectator, theatre is an ephemeral but lasting experience, which leads to the transformation of the parties involved in a harmonic dance step in which attention, empathy, intention, affordances and ambiguity are involved. In the potential theatrical space, through the mechanisms of embodied simulation and liberated simulation, the subjects mirror each other, in a common resonance. The knowledge of the activation processes of the cortico-spinal pathway that induces movement allows to illuminate the dialogue and offers important contributions in the educational and didactic field.

‘STRANGE’ RHETORIC AND HOMERIC RECEPTION IN AELIUS ARISTIDES’EMBASSY SPEECH TO ACHILLES(OR. 52)

This article argues that Aelius Aristides adapts the wordatopos(‘strange’, ‘out of place’) as figured speech in hisEmbassy Speech to Achilles, meaning something that is either illogical according to rhetoricaltopoior inconsistent with the text of Homer'sIliad. By doing so, he not only expands the semantic range ofatoposbut also comments on the rhetorical, intertextual, and pedagogical relationship between oratory and the Homeric tradition.

Skatescape in the Making: Developing Sustainable Urban Pedagogies through Transdisciplinary Education

The current trend of higher education for sustainable urban development links with parallel developments in urban governance and environmental pedagogy. Many programs and policies identify cities and citizens as key drivers of change for sustainable futures, however scholarly work on the related pedagogies is lacking. These endeavors are clearly present in the Tampere city-region, Finland. Supported by national educational and city-regional strategies, the city is promoting sustainable lifestyles and infrastructures by means of multistakeholder governance including citizen participation and sustainability education. This paper analyzes, as a case study of transdisciplinary sustainability education, a collaboration between Tampere University, a skateboarding high school, and the Hiedanranta urban district developed as a real-life laboratory of sustainable urban development. We explore the pedagogical dimensions of the collaboration by drawing from the theoretical perspective of ‘positive recognition’ and conceiving the Hiedanranta skatescape—a socio-physical entity formed around skateboarding—as a ‘boundary object’. The paper suggests urban environments act as boundary objects that enable productive collaboration between various actors when informed by pedagogies of positive recognition. In conclusion, we propose that the value of this approach, binding together multistakeholder governance and transdisciplinary learning, lies in its capacity to encourage novel forms of sustainable agency.

The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM

School teachers in science, technology, engineering and mathematics (STEM) face challenges in developing and maintaining high levels of student engagement and achievement in those disciplines. Consequently, declining numbers of students are electing these subjects beyond the compulsory years of schooling. A major factor in student engagement often is curriculum content being relevant to the lives of students outside the classroom. Two key ways teachers can enhance the real-world relevance of their lessons are inquiry-based learning and localising the curriculum to provide an authentic context for teaching and learning. In this paper, we report a qualitative study into the perceived influences of inquiry-based learning on student engagement, as facilitated through teacher professional learning in the context of two major infrastructure programs in Sydney, Australia. Semi-structured interviews and focus groups were conducted with primary and secondary teachers who participated in professional learning about inquiry-based pedagogies, as well as with their students who undertook inquiry-based learning projects based on the infrastructure programs in their local community. Inductive and deductive content analyses using Attard’s Framework for Engagement with STEM illustrated how the combination of teacher professional learning, student inquiry-based learning, and localised industry-school partnerships enhanced student engagement across operative, cognitive, and affective domains. Another significant finding was the extent to which professional learning as the vehicle for inquiry-based learning and industry connections enhanced teachers’ pedagogical relationships and pedagogical repertoires in ways not possible with more conventional approaches to industry-school partnerships.

How pedagogical relations in early years settings are reconfigured by interactive touchscreens

AbstractWhile interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2‐year‐olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the context of reading. A mixed‐methods analysis was used, taking a concept of action that includes both verbal, non‐verbal utterances and digital touch. The analysis shows a reconfiguration to the interactional dynamic where children perform comparable amounts of actions in sessions with the touchscreen and book reading but less talk during the touchscreen sessions. However, while talking less, children display other types of communicative actions. We analyse the changing interactional dynamic that follows, its implications to learning and early childhood pedagogical practice and how interaction can be reconceptualised as cycles of communication and action in which educational scaffolding unfolds. Practitioner notesWhat is already known about this topic Touchscreens are a significant part of children's lives and educational curricula. There is considerable uncertainty on how touchscreens can be incorporated into early childhood education. Little is known about how educational social interaction changes with touchscreens such as iPads. What this paper adds A mixed methods multimodal analysis of the changing actions and dynamics of iPads as compared with bookreading. Children's patterns of communication change towards less talk and more bodily communication, while teachers’ actions remain somewhat similar. Touch actions change the dynamics of interaction, can alter the pedagogical situation and bring a reconceptualisation towards a cyclical and embodied view of interaction. Implications for practice and/or policy New patterns of action may require a recalibration of educational practices. Teachers need to attend to new sets of touch actions that children use to communicate and act with as displays of knowledge. The use of touch screens should be seen as complementary to established practices of language and literacy training (such as book reading) rather than replacing them.

SMART WELFARE: THE WORK OF THE EDUCATOR AT THE TIME OF COVID-19

The field of socio-educational services is focused on the value of relationships, proximity, support and intervention on site, at home or in users’ facilities, and all those elements are difficult to convert digitally. Nevertheless, during the period of the Covid-19 pandemic, smart working also became part of the everyday life of social educators. This study discusses the role of technology in the work of the educator during the pandemic period and possible future developments. The study offers an insight into the influence of Covid-19 on socio-educational services, focusing on the function of technology both in maintaining contact with the users where the service was suspended and in reshaping the assistance that continued to be provided. The research study highlights that, despite the challenges and the initial disorientation faced by educators, digital technologies can constitute important working tools to assure the continuity of the pedagogical relationship also in the socio-educational and care contexts.

Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment

ABSTRACT Earlier research shows an arrest in reading and writing development among 9–12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner’s phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher–participant longitudinal dialogues focusing on the students’ experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students’ development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.

A Change in Interpersonal Relational Capital: Through mentoring relationships and homework activities in a university setting

This article presents an innovative project revolving around student participation in homework activities. The theoretical framework is relational pedagogy with a focus on student-mentor relationships in a university setting. The authors used semi-structured interviews combined with observations of the interactions between the participants. The findings are analysed at a micro- and meso-level, based on an interpersonal relational perspective on teaching, Pedagogical Relational Teachership (PeRT). The popular claim that homework time is positively related to scholastic achievements gains was observed. The findings from this study add to the general knowledge of how participants perceive their school activities and future careers. Furthermore, relational values like connecting, belonging, trusting, including and confidence-building emerged between students and mentors over time. The examination of the mentor-student relationships highlights how a new interpersonal relational capital launched a movement with a possible change in social position, in terms of entering future university studies. The article discusses the results at a societal level in relation to equity and young people’s possibilities of participating in future university studies. Since the study shows the positive aspects of ‘enriching’ activities supporting immigrant youth in homework activities at university facilities, we encourage other institutions of higher education to open up their premises for similar projects, in order to improve engagement, raise achievement levels and enhance inclusiveness in the larger social fabric.

Talking with feeling: using Bion to theorise ‘work discussion’ as a model of professional reflection with nursery practitioners

ABSTRACT Making sensitive pedagogic relationships in the nursery is a deeply human activity evoking joy and satisfaction, but stress and uncertainty too. From an international perspective, strong local reflective spaces are required if early childhood provision is to be culturally and context responsive, counter-balancing globalising pressure to standardise provision. Further, nursery practitioners are entitled to a formal space where their subjective experience of the work, its demands and dilemma, can be expressed and understood. This paper is about ‘Work Discussion’ (WD) as such a reflective space. Professional reflection is now included in early years policy frameworks internationally for the reasons above. WD, distinctive in including explicit attention to emotion in pedagogy, is one model of a reflective space. This paper arises from a longitudinal evaluation of WD in nursery funded by the Froebel Trust. The methodology of the evaluation and the positive findings of impact for children have already been published. The aim of this paper is to theorise WD, drawing on the work of Wilfried Bion, a psychoanalyst and theorist of thinking in groups. Empirical data if offered to illustrate the explanatory power of Bion’s theory including what may be discussed openly and what is avoided in pedagogic reflection.

FORMATION AND EVALUATION FEATURES OF CLINICAL THINKING IN DISTANCE LEARNING STUDENTS

An important component of the educational program is to ensure professional erudition, development of clinical thinking (CT), the formation of students' basic practical skills. In the year of the pandemic, it is especially difficult to really promote the development of these components of professional development in students, and modern pedagogical teaching methods, despite their effectiveness in the offline learning process, need development, improvement during distance learning. The need for the formation of CT students was determined by the founders of medicine many centuries ago, important in the creation of professional thinking was the psychological and pedagogical relationship "teacher-student-patient". Unfortunately, today this chain is lost, but the need to form analytical and exploratory thinking in medical students is extremely important, so it is necessary to revise and analyze the pedagogical methodology for modernization and use in distance learning. CT is an element of future professional activity with the help of which an algorithm of actions in specific clinical situations is created, it is the ability to identify and analyze, as well as to search and evaluate relevant information to achieve the appropriate conclusion. This article tries to conduct a conceptual analysis of the pedagogical methodology of CT formation and the possibility of their application in the conditions of distance learning of the discipline "obstetrics and gynecology". New technological programs are necessary for modeling simulation training. The main tasks of higher medical school are to achieve maximum development of intellectual abilities of the student, in the online format this can be achieved through the use of "virtual patients", situational tasks and cases, game techniques and clarity. However, methods of CT assessment and finding a strategy for its development are also important, as it is a key element of doctors' daily practice. In the 21st century, students need to think through their development, be able to work in teams, distinguish between relevant and irrelevant information from the patient, and be multilingual and highly developed so that they can be effective in all disciplines. These are the characteristics that are expected of modern medical students. However, when faced with unspecified emergencies, they are unable to make the right clinical decisions, leading to accidents. The reason for this is the lack of CT skills among young doctors, so the formation begins in school, adapting to the conditions created by the pandemic. Medical schools should teach the principles of scientific methodology and evidence-based medicine, including analytical and critical thinking, throughout the curriculum. It is important to develop a professional algorithm for the development of CT in each teacher, in order to rely on the development stimulus not only on the theoretical basis of students, but also on the ability to analyze clinical situations, and what is important to act properly algorithmically. Attention should be paid to the psychological and pedagogical aspects and approaches to the development of each student in particular. Moreover, there is no consensus on the most effective learning model for teaching CT skills and clinical considerations, and this skill is not effectively tested in medical schools, so the analysis of existing methods and their application in distance learning is extremely important.

Vasyl Sukhomlynskyi as a representative of Ukrainian and Polish pedagogical relations

This paper is devoted to the contribution of the Ukrainian-Polish pedagogical relations towards the improvement in the quality of modern education, building a common European home. Its author proves that past experiences play an important role in thorough understanding of contemporary processes and interpreting previous achievements in the contemporary intercultural pedagogical space., The figure of Vasyl Sukhomlynskyi, a Ukrainian pedagogue, and his creative heritage as well as his relations with the Polish colleagues in the 50s and 60s of 20th century serve as an example. The influence of Janusz Korczak, the famous Polish educator, on his outlook are also stressed. The further development of the Ukrainian-Polish relations and the mutual influences over the next decades are described. This paper constitutes an analysis of the popularisation of his ideas by the greatest Polish teachers and researchers, such as Tadeusz Wiloсh, Aleksander Lewin, Wincenty Okoń, Marian Bybluk, or Bogusław Sliwerski. The personalistic approach is emphasized, allowing for consideration of mutual processes in the light of particular individuals’ destiny and their educational heritage as an intercultural space component.

Pedagogy in Theory and Practice

Pedagogy can be understood as methods and practices of teaching, and/or a way of being with children. In this paper, I use critical exposition and narrative to reflect on Max van Manen’s (2012) theory of pedagogy as a relationship between adults and children. My writing is organized into alternating sections of exposition (theory) and narrative (practice) to illustrate the interplay between thinking and doing that typifies pedagogical relationships, and to demonstrate how pedagogy unfolds in the unpredictable, unexpected, unprecedented, and unique actions each of us perform in the relational events of our being with children.

Development of a caring teacher-student realationship in higher education

Aim. This article aims to summarize the current state of understanding on a development of a caring teacher-student relationship in higher education context, grounded in relational pedagogy. Also, it provides critical reflection on the data from available literature. Methods. The development of a caring teacher-student relationship was presented using the method of description, based on the review of relevant literature. Results. The development of a caring relationship between students and higher education teachers can be monitored in stages. At first, there is the introductory meeting with the students when a teacher with his personality, authenticity, and approach lays the foundations for the development of a caring relationship. During further meetings, the teacher encourages mutual trust, respect, and appreciation and deepens the relationship by adapting the teaching process to the needs, interests, and affinities of students, until the formal completion of their cooperation. Conclusion. In order to achieve a caring relationship with students in higher education, a teacher needs to approach it consciously, intentionally, thoughtfully and to plan it well from the very beginning. It is crucial to get to know the students as real persons, and accordingly, continuously adapt the teaching process to their needs and interests, allowing them to express themselves freely in a safe, accepting, and encouraging environment. Cognitive value. By presenting the stages of a development of the caring relationship between students and higher education teachers and the synthesis of their characteristics, this paper contributes to a deeper understanding of this phenomenon.