Pedagogical Relationship Research Articles

Formation and development of Orthodox rehabilitation pedagogy in relation to social orphans in Russia

Historically, the Joseph Volokolamsk Monastery in all periods of its existence played a significant role not only in the spiritual, political, ideological, and economic life of Russia, but was also an important educational center. The monastery continues development of these traditions, founded by venerable Joseph Volotsky, to this day. The article examines a new phenomenon for Russia, social orphanhood, as a problem of modern society. Legislative acts defining the status of a social orphan and his relationship with society are given. Based on archival documents, a retrospective of the activities of the Joseph Volokolamsk Monastery in working with youth and helping orphans and the suffering is given. The historical aspects of Orthodox rehabilitation pedagogy in relation to orphans are indicated. Statistics of these activities and a historical retrospective of the relationship between the church and the state in the pre-revolutionary years and the years of Soviet power are given. The works of a number of Orthodox authors — teachers, ascetics, philosophers and educators, providing the basis for the development of Orthodox rehabilitation pedagogy — are examined in retrospective. The patristic foundations of the spiritual and moral education of modern teenagers — social orphans in Russia are indicated. The historical foundations and principles of modern educational, spiritual and moral rehabilitation mission of the brethren of the monastery in collaboration with the teams of social rehabilitation centers for minors are given. Individual programs for spiritual and moral rehabilitation of social orphans are offered.

Maintaining and challenging conservative teaching and learning culture in conservatories: The need for holistic pedagogy in educational fields of tension

When the need of transforming and remixing music education is illuminated, fields of tensions in relation to the traditional master–apprentice model of teaching often appear. Binaries have been constructed and critiqued in research to describe tensions at various music educational levels. Some studies have also asked for a holistic, “both/and” holding. In higher music education (HME), the need for new approaches in research to understand how teaching and learning is developing are asked for. As a contribution, the overall aim of the article is to illuminate to what extent traditional culture norms and structures are maintained and challenged at three European conservatories. The specific aim is to map possible fields of tension surrounding approaches to teaching and related learning. The analysis in this article partly builds on understandings of culture and institutions, and partly on theories of relational pedagogy. To get access to how leaders, teachers, and students experience participating in the teaching and learning of conservatory cultures, an interview study was planned. The transcriptions were treated by a thematic analysis model. The analysis explored three themes that represent fields of tension: teaching in relation to established cultural structures, to creating or not creating new learning trajectories, and collaboration or competition—the educational culture. The fields of tension found through the analysis concern relations between the traditional conserved conservatory teaching and new open and diverse thoughts about and actions within in HME teaching. It becomes obvious that creating new learning trajectories should be a common issue, involving students and teachers, as well as leaders of conservatories, and that competition should be supported by collaboration. A consequence of such a pedagogical approach would be that differences between programs for diverse instruments could be balanced, and that all involved could learn from each other, which demands flexibility between individual and collaborative learning activities.

Postsecondary French, German, and Spanish teachers' conceptualizations of social justice: A case study

AbstractSocial justice and critical pedagogies have become an increasingly important focus in language education in recent years. Although instructional and professional development resources are increasingly available, little is known about how language teachers understand social justice and related pedagogies, particularly in postsecondary contexts. Relatedly, little is known about how teachers understand critical pedagogies that prioritize language‐content integration through a simultaneous focus on proficiency development and engagement with target language texts. This multiple case study addresses these research gaps by examining postsecondary French, German, and Spanish teachers' conceptualizations of social justice in language education as they created social justice curricular units. Findings show that these conceptualizations are complex and multifaceted and span the what, why, and how of social justice in language education. Insights gleaned from these findings have important implications for language teacher professional development and future research.

Bauhaus Pedagogy and the Paradigm Shift in the Visual Arts

Rainer Wick (1986), in the subchapter "Bauhaus pedagogy in the context of art school reform", raises the discussion between the interpreters of the radical break with the tradition of this school, and Walter Gropius’ argumentation of Bauhaus pedagogy in relation to certain traditions inherited from medieval lodges, workshops and Renaissance guilds, in the context of the art school reforms of the early twentieth century in Europe.
 In this connection, this text shows a paradigm shift in the visual arts of which the Bauhaus is a part, imperceptible in discourses, but indisputable in the works of a model of Bauhaus artists that includes Gropius, Kandinsky, Albers, Moholy-Nagy, Mondrian, Malevich and Albers. The visual system of these works derives from a conception of art that is contrary to and incompatible with all tradition, but which is superimposed by the Bauhaus means of craftsmanship and engineering.

Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship

Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship

Book review: Relational pedagogies: Connections and mattering in higher education

This book review of Relational Pedagogies: Connections and Mattering in Higher Education by Karen Gravett aims to offer a compelling analysis that enhances the scholarly conversations around the importance of building relationships and connections in higher education, particularly in complex and uncertain times. By situating the book's arguments within the wider academic discourse, the review strives to provide valuable insights, meaningful connections and an assessment of the book's impact on advancing relational pedagogies in higher education. By centering the perspectives of Black women and other marginalised groups, the review offers an intersectional critique that strives to expand the discourse on posthumanism and sociomateriality. This critical review of the book may serve as a valuable resource for scholars, educators, administrators and activists interested in advancing intersectional approaches to post-anthropocentric teaching and learning. Relational Pedagogies provides a means for resurfacing often forgotten questions, thinking with different theories and encouraging us to engage various others as we work to address issues of relationality, connection and mattering in contemporary and meaningful ways.

Insights and experiences of students about the factors that enhance relational pedagogy in higher education

This study examines the insights and experiences of students about the factors that enhance relational pedagogy in a South African university. To provide empirical explanations as to how these insights could be prioritised to enhance effective teaching and learning, quantitative and qualitative data were collected from 1087 participants using a survey that also required them to complete an open-ended section. The quantitative data was analysed using Fuzzy Analytic Hierarchy Process, while the qualitative data was evaluated using thematic analysis. An analysis of the quantitative data revealed that the most significant factors that enhance relational pedagogy were, ethical care, interpersonal communication, natural care, respect, and mattering. Conversely, factors such as academic achievement support, trust, and teacher responsiveness showed comparatively weak effects on students’ perceptions of relational pedagogy. Similarly, the qualitative data analysed revealed that participants perceived teacher-student interaction and communication, mattering and teacher immediacy, and the ethics of care as the most significant themes that serve to enhance relational pedagogy in the learning environment. The study concludes by highlighting the implications of using relational pedagogy as a tool to address the social, cognitive, and cultural gaps in the teaching and learning processes.

Diyanet Çocuk Dergisinde İlhami Ayrancı’nın Hikâyeleri

The Diyanet Çocuk (Diyanet Children) is a journal for children that started its publication life in 1979 and continues to be published once a month today. As stated in its name, the journal belongs to the Presidency of Religious Affairs. Studying how children's literature gets a place in a religious magazine is important for the development of religious children's literature. The fact that the periodical in question of the journal has a long history clearly demonstrates this development. In Turkish literature, the first forms used in writing for children are fairy tales and stories. The story type is widely preferred to give children the values they want to be given. For this reason, in this study, fifteen stories of Assoc. Prof. Dr. İlhami Ayrancı, published in the journal between February of 1993 and November 2002, were examined. After the information about the journal was mentioned first, information about the author Ayrancı was given. Fifteen works then were examined, and the outstanding topics were identified, and their pedagogical relation to the child was discussed. The volumes between 1979 and 2013 have not been digitized. Therefore, the study was carried out in the periodicals archive located in the Library of the Presidency of Religious Affairs. Although the writings have a memoir feature, they have been conveyed by narrating. For this reason, it has been evaluated as a story. Some parts are in the mood of conversation as if talking to the reader, sometimes at the beginning of the stories and sometimes at the end. Each part is irrespective of each other. The author acts a teacher and often includes dialogues with his students in the school environment. According to our findings, the stories are not suitable for classification. However, if we refer to the content, five of the fifteen stories focuses on motherhood. Some have been written on the importance of caring for the mother and obedience. In the two stories, children were given information about religious terms such as “fasting and religous day”. In addition, in the stories, there are topics such as not being greedy, appreciating, not being prejudiced, and not breaking hearts. On the other hand, some sentences like “...the bodies could only be recovered from the hillside piece by piece." which are pedagogically inappropriate descriptions includes, but the author's sensitivity to children is clearly visible. The stories written by Ayrancı, published in the Journal of Diyanet Children, inform children about both ethical, moral, and religious issues.

Crystena Parker-Shandal, Restorative justice in the classroom: liberating students’ voices through relational pedagogy

Crystena Parker-Shandal, Restorative justice in the classroom: liberating students’ voices through relational pedagogy

Towards a New Pedagogy of Grandparenting: Proposing a Participatory Project

Grandparents often influence their grandchildren’s lives, with opportunities for mutual learning. Despite interdisciplinary research on grandparenting, little research is undertaken with grandparents. Inspired by relational pedagogy, participatory research and transformative learning, we propose an arts-based project with grandparents as co-researchers. Grandparents may engage in two forms of Working Group: in a drama learning space and/or in visual and language-based activities. In these Working Groups, grandparents will reflect upon their roles. A Research Group of grandparents will work with researchers to analyse data from the workshops and disseminate findings. We anticipate co-creation of new understandings of contemporary grandparenting.

THE ROLE OF THE TEACHER IN HIGHER LEGAL EDUCATION AND THE IMPACTS ON THE STUDENT’S ACADEMIC TRAINING

This article aims to analyze the role of the teacher in Higher Legal Education regarding its contribution to the academic training of students, as well as the impacts and repercussions on the learning of these students. Thus, it is necessary to verify about the performance of teachers, in the pedagogical relationship between teaching and learning. Thus, this text starts from the formation of a didactic of Higher Legal Education, which is a pedagogical reference, in order to understand the social functioning of this and with the following problem: what are the impacts of the didactics of Higher Legal Education in the academic formation of students? The methodology used involves the techniques of documental, statistical and bibliographic review analysis characteristic of qualitative research, which communicates the ideas of pedagogical didactics and practical knowledge. To this end, a study of the main aspects related to the theme was carried out, aiming, at the end, to demonstrate that the reflections on the inter-relationship between student and teacher, which lead to the need of joint elaboration are didactic-methodological tools and strategies that improve the quality in the teaching process and learning of Law Courses. The result is also the contribution to the strengthening of knowledge, with the realization of the social right to education, through the constitutional means necessary to guarantee these, in search of a higher legal education of quality.

A Hybrid Methodology for the Evaluation of Clinical Practice in Final-Year Nursing Students.

(1) Background: Clinical practice constitutes a scenario where the student approaches reality. The pedagogical relationship that is built between the nurse, the tutors and the student becomes important. And this requires intentional and reflective accompaniment. The principal objective was to design a hybrid-learner-centered training model requiring reflection and acquisition of specific skills. (2) Methodology: This was a prospective observational study using an intentional sample of 87 students. A hybrid model based on a dynamic virtual forum and Individual Improvement Plan (IIP) was constructed, evaluated using a self-completed questionnaire with a Likert scale. (3) Results: A model of accompaniment to the practices was built that allows for unifying a work plan. A transversal activity IIP was designed. A discussion forum was incorporated for each subject tutor. The analysis of the questionnaire showed that learning assessment, tutorials, virtual forums, self-assessment and satisfaction statistically differed. (4) Conclusions: The model allows students to be accompanied to acquire skills, knowledge, and attitudes and to develop critical thinking, as well as to improve the teaching quality of the practices of the Curriculum of the Nursing degree and to achieve their own competences through student-centered methodologies. This study was not registered.

Agentic playful pre-service teachers: positionings from teacher-initiated playful teacher to community-shared playful teacher

Play and playfulness are understood as basic and vital elements of early childhood education (ECE), and together with playful pedagogies, they perform a central role in Finnish ECE. In multidisciplinary research, children’s learning is generally understood through the inquiring process of play. However, playfulness, as opposed to play, has received relatively little scholarly attention, and educators’ use of playfulness has received even less. Playfulness is a vital part of life for both adults and children. At the same time, teachers’ behavior can influence the playfulness of a child; moreover, teachers’ own playfulness is critical for establishing warm and secure relationships with children. As such, the aim of this research was to explore pre-service teachers’ (PsTs’) understanding of agentic playfulness, particularly in the ECE context. Study participants included 159 PsTs; study data were gathered from PsTs’ written reflections regarding the use of playfulness in their future work. The results of qualitative analyses showed that the PsTs’ agentic playfulness mirrored a relational and tensious space consisting of three domains: teacher-initiated agentic playfulness, child-centered agentic playfulness, and community-shared agentic playfulness. Each domain revealed dimensions of the nature of PsTs’ orientation of their agentic playfulness. The results are discussed in relation to pedagogization of play, relational pedagogy community of learners, and teacher education supporting and developing future ECE teachers’ agentic playfulness.

Understanding teachers’ self-directed development through drama-based pedagogy: a case study of one English writing classroom

ABSTRACT This qualitative case study explores the trajectory of one English writing teacher’s self-directed development. The teacher’s self-directed development incorporated the use of drama-based pedagogy, in assisting student writers’ topic knowledge development. The study shows that the teacher’s initial journey of self-directed development was zigzag, as it required him to constantly adapt his teaching based on understanding and meeting each student’s individual needs. The interaction between the student writers’ perceived usefulness of drama-based pedagogy in relation to their individual needs and the teacher’s constant agency in solving emerging issues also enhanced the teacher’s conceptualisation of the self-directed development.

‘If you can’t describe it, we can’t play it’: professional conductors’ verbal feedback in rehearsals

ABSTRACT This article explores the work of conductors to develop an understanding of verbal feedback in the context of professional-level big band orchestras. A big band conductor must have strong musical and social skills to guide a big band to the performance level. This qualitative study is based on Vygotsky’s theory of learning as a social process. The collaboration between conductors and big band musicians is understood as a pedagogical relationship in which the conductor supports the musicians in practising the repertoire through different scaffolding tools (e.g. verbal feedback). The scholar analysed conductors’ work in three cycles according to the clarity and conciseness of their feedback, how a positive working atmosphere is built, and the big band musicians’ participation. The results demonstrate how the conductors gave direct one-sided instructions to refine the musicians’ playing. The data also revealed the musicians’ occasional involvement in music-related problem-solving through positive interactions. The article contributes to the discussion on the social skills of conductors to be utilised by, among others, professionals in music, conducting education teachers and students.

Shame and Adult Learners

In this paper, I explore the ways that educators can nurture transformative learning for adult students by engaging emotions, particularly shame. I discuss how shame mitigates adult student experiences, successes, and failures in higher education, and how a relational pedagogy of vulnerability can support adult learners. This approach not only helps adult learners but reifies liberatory education for students and teachers alike, challenging hegemonic norms in higher education that often limit and exclude adult learners.

Nurturing caring pedagogical relationships through a digital storytelling approach: New avenues for educators

The digital storytelling approach is a creative and powerful learning strategy, offering new ways of actualizing oneself and connecting people with each other. From a relational emancipatory pedagogy perspective, the author shared a narrative story of a successful caring pedagogical relationship and offered new avenues to inspire novice and seasoned educators to transform their teaching practices within social diversity. Sharing meaningful stories would nurture caring pedagogical relationships and foster an inclusive pedagogy in nursing education.

INVESTIGATING EFL TEACHERS’ KNOWLEDGE ABOUT THEORIES OF LANGUAGE AND PEDAGOGY: A CASE STUDYAT THE FACULTY OF FOREIGN LANGUAGE OF A PRIVATE UNIVERSITY

This case study aims to investigate EFL teachers’ knowledge about theories of language and their awareness of pedagogy in relation to teaching English as a foreign language in the context of one faculty in a private university in Vietnam. The study employed a qualitative method. Ten semi-structured interviews were conducted to collect data. The data were transcribed, language translated and imported into NVivo 12 Plus software for coding and analysis. Results of the study show that EFL teachers’ pedagogical knowledge requires a degree of flexibility and the ability to adapt in terms of practices. However, they do not pay much attention to theories. The study provides some suggestions for further professional development for EFL teachers and future researchers.

Personalised learning pedagogies and the impact on student progression and retention: the case of counselling training within a university setting

ABSTRACT This paper discusses the significance of personalised learning pedagogies in relation to developing new professional identities whilst pursuing a degree and facilitating student progression and retention. The data derived from conducting a case study focusing on culturally diverse cohorts of students completing a BSc (Hons) Counselling practitioner qualification degree at the University of East London, a discipline that requires high levels of personal reflexivity and the ‘use of self’ in translating theory to practice. A review of the course teaching styles, modes of delivery, academic advising and pastoral care provision was conducted alongside collating the final year cohort’s reflections and feedback via a focus group. The findings allow the suggestion that elements strengthen the relational quality of interaction between lecturers and learners alongside diversifying learning activities to meet more ‘personalised’ needs, fostering a learning environment that promotes student satisfaction, advances inclusivity, reduces the award gap and improves course completion.

Reading the self through a hermeneutic of divine immanence

Research in the field of Sufism and gender attests to the patriarchal and elite male foundations of the tradition. Scholars highlight how patriarchal renderings of Sufism emphasize divine transcendence and frame Sufi training of the self (nafs) through punitive mechanisms. Through a case study of Shaykha Fariha al-Jerrahi, the grand Shaykha (Sufi guide) of the Nur Ashki Jerrahi Sufi community, this article explores approaches to Sufism that resist its patriarchal formulations. Shaykha Fariha’s teachings about the self, Sufi training methods, and pedagogical relationships show critical reflection on the effects of patriarchy on individuals with varying social and embodied experiences. She resists patriarchy by engaging in a hermeneutic of divine immanence, a multi-faceted way of interpreting the body and material elements of creation as the divine immanent. This article demonstrates scenarios in which a hermeneutic of divine immanence informs Shaykha Fariha’s pedagogy and her approach to training the self through embodied self-exploration.