Teaching Repertoire Research Articles

“I made many discoveries for myself”: The development of a teacher candidate's pedagogical knowledge of translanguaging

While research has highlighted the importance of translanguaging for emergent multilingual learners (EMLs), very few studies have focused on teacher candidates (TCs)’ knowledge of translanguaging and how they implement the pedagogy. Using ethnographic methods and multimodal conversation analysis, this study examined how an English as an Additional Language (EAL) TC's knowledge of translanguaging evolved and how she bridged theory to practice in a field-based setting. The participant was a multilingual speaker who did not speak her EMLs' home languages. Data sources included: 1) the participant's course assessments, 2) a reflection, and 3) transcripts of a video classroom observation. The findings revealed her strong stance and ability to use a variety of strategies to create a translanguaging space, as a result of her training. We recommend teachers to enrich their pedagogical repertoire by understanding the affordances of a diverse range of multilingual, multimodal, and multi-sensory resources to effectively facilitate the teaching and learning processes. We also advise teacher educators to be intentional in course design, offering opportunities for TCs to reflect and connect their second language acquisition knowledge with pedagogical translanguaging in order to discover their own ways to create a translanguaging space for EMLs.

The influence of school culture on teacher development during Covid-19

The COVID-19 pandemic caused teachers and learners to be removed from their school communities, negatively impacting school culture, and limiting teacher professional development (PD). Online PD programmes emerged to meet these needs. This study investigated how schools implemented teacher PD and mechanisms for teaching and learning during the COVID-19 pandemic. It was necessary to understand the complex interplay between school culture and teacher PD, and Wenger's social learning theory was used to prescribe the empirical prescription. This study examined the influence of school culture on Mathematics and Science teacher development during the COVID-19 pandemic. A qualitative approach was used to compare three independent schools in the same Educational Trust in Gauteng. The empirical findings of this study revealed that the COVID-19 pandemic had a significant influence on the school culture, consequently giving rise to explicit professional learning communities (PLCs), which in turn influenced the teachers’ pedagogical repertoires for curriculum delivery during a pandemic. The COVID-19 pandemic highlighted the importance of schools transforming their practices and adapting their school cultures. Results showed that school culture is not static, and individuals had to reflect collectively to develop ideas to transform learning. Schools need to learn from the pandemic, adjust their values, and use their newfound insights and beliefs to work towards a new learning culture. Future research must evaluate unfolding PLC practices, strategies, and implementations during a crisis.

Роль фортепианных циклов современных российских композиторов для детей в развитии музыкального интереса обучающихся китайских музыкальных школ

The aim of the study is to determine the pedagogical potential of works written by modern Russian composers for piano in the process of teaching children at a music school in China. The paper analyses the educational orientation and artistic value of piano works by Russian composers for the effective inclusion of a wealth of musical material created by Romantic composers in the process of teaching young pianists in China. The appropriateness of including works of piano music by contemporary Russian composers for children in the pedagogical repertoire of Chinese music schools is discussed as a working hypothesis. The scientific novelty of the study lies in substantiating the effectiveness of applying the integrated approach, which consists in the unity of the performing and emotional-cognitive aspects of piano skills formation to develop musical interests of students at the Wuhan School of Arts. As a result, it has been proved that the inclusion of piano cycles by modern Russian composers for children in the educational process of a school of music arts is an effective factor in the development of students’ musical interest.

Chamber Sonatas for Wind Instruments with Piano by P. Hindemith. General Review. Historical Retrospective

The article is devoted to the study of chamber music by Paul Hindemith, in particular, sonatas for wind instruments with piano. The work enhances the keen feeling and great desire of the composer to write power for spiritual instruments. The author considers the issue related to the concert and pedagogical repertoire for spiritual instruments, examines the topic of expanding the repertoire in this area through the works of P. Hindemith. The author also paid special attention to the composer’s interpretation of each instrument in chamber sonatas for wind instruments with piano, where composer’s attention was shown to each instrument in an unusual relation to its role due to the expansion of the boundaries of expression.

‘I’ve grown so much more confidence in my actual instruction’: examining teacher candidates’ pedagogical knowledge growth in translanguaging

This study examined a group of English as a New Language teacher candidates’ (TCs’) pedagogical knowledge (PK) of translanguaging in a teacher preparation course. We deep-dived into exploring how their translanguaging stance and design knowledge evolved over a course of a semester. Using a participatory research approach, data were collected through the TCs’ weekly assignments, transcripts of final self-assessment videos, and field notes of all the course artifacts. Findings indicated that the TCs’ translanguaging stance and design knowledge grew significantly. By the end of the semester, their translanguaging design knowledge was supported and guided by their stance. The TCs noted their PK of supporting emergent bilingual students expanded and transformed because of their understanding of translanguaging. The findings also showed that co-constructing knowledge with the prof essor and peers contributed a great deal to the TCs’ PK growth. For these reasons, our study confirms that PK is dynamic and that advancing TCs’ pedagogical practices requires teacher educators’ intentional design of classroom activities and responsiveness to the learning process involving TCs. Widening the literature on translanguaging, we affirm that TCs can gradually expand their entire pedagogical repertoires through deepening their knowledge of translanguaging.

The role of university instructor’s narrative in students’ sustained attention, emotional involvement and cognitive learning

PurposeStorytelling is a method for training essential life issues as storytelling can assist learners to consider the story not just as a source of entertainment but as a practical lesson. In fact, teachers can encourage even the most unwilling students by engaging the students in storytelling while maintaining students' attention through narration using sounds and gestures. The present study aims to examine the effect of the university instructor’s narrative on English as a Foreign Language (EFL) student’s sustained attention, emotional involvement and cognitive learning.Design/methodology/approachTo do so, the study adopted a quasi-experimental research design with the aim of focusing on the students’ performance within two different virtual classes. University students’ sustained attention, emotional involvement and cognitive learning were assessed in control and experimental groups before and after the treatment. To measure students’ sustained attention, Wei et al.’s (2012) scale, which comprises six items, was used. Besides, emotional involvement was assessed through Golestani’s (2017) engagement questionnaire. To check students’ cognitive learning, the scale designed by Richmond et al. (1987) was utilized. The summaries and conclusions in the experimental class were ingrained in instructors’ pedagogical repertoires, as the repertoires offer students an alternative way to understand course material beyond a straight lecture. Students in the experimental group were also asked to ponder over the materials presented to the students each session, and the students were supposed to present a one to two-paragraph note on the possible implications of the materials instructed at each session.FindingsThe results of independent samples t-test indicated that there was a statistically significant difference between the two groups regarding the degree of their sustained attention, emotional involvement and cognitive learning. The findings of the present study can raise instructors’ awareness toward the application of narratives in their instructional methodologies, as well as putting forth significant strategies to enhance students’ sustained attention, emotional involvement and cognitive learning through narratives.Originality/valueThe theoretical framework of the study derives from Kromka and Goodboys (2018) conceptualization of instructor narrative (IN), defined as the explicit presentation of the lessons conclusion at the end of each session. Previous studies on narrative have primarily focused on learners’ narrative as an educational tool. Later studies on teacher narratives conceive this as the teachers’ personal anecdotes and story-like accounts of others’ experiences; nonetheless, the position which is taken in this study is more academically laden and is based on the information instructed in each session.

Effects of the individual three-dimensional printed craniofacial bones with a quick response code on the skull spatial knowledge of undergraduate medical students.

Understanding the three-dimensional (3D) structure of the human skull is imperative for medical courses. However, medical students are overwhelmed by the spatial complexity of the skull. Separated polyvinyl chloride (PVC) bone models have advantages as learning tools, but they are fragile and expensive. This study aimed to reconstruct 3D-printed skull bone models (3D-PSBs) using polylactic acid (PLA) with anatomical characteristics for spatial recognition of the skull. Student responses to 3D-PSB application were investigated through a questionnaire and tests to understand the requirement of these models as a learning tool. The students were randomly divided into 3D-PSB (n=63) and skull (n=67) groups to analyze pre- and post-test scores. Their knowledge was improved, with the gain scores of the 3D-PSB group (50.0 ± 3.0) higher than that of the skull group (37.3 ± 5.2). Most students agreed that using 3D-PSBs with quick response codes could improve immediate feedback on teaching (88%; 4.41 ± 0.75), while 85.9% of the students agreed that individual 3D-PSBs clarified the structures hidden within the skull (4.41 ± 0.75). The ball drop test revealed that the mechanical strength of the cement/PLA model was significantly greater than that of the cement or PLA model. The prices of the PVC, cement, and cement/PLA models were 234, 1.9, and 10 times higher than that of the 3D-PSB model, respectively. These findings imply that low-cost 3D-PSB models could revolutionize skull anatomical education by incorporating digital technologies like the QR system into the anatomical teaching repertoire.

The Use of ICT In English Learning: Students’ Perceptions and Expectations


 
 
 
 
 Since the technology development educators should consider this to be a value for educational purposes. This study attempts to investigate the students’ perceptions and students’ expectations on the use of ICT in English learning. The writer sees a need to carry out this study as it provides a platform to discover pedagogical implications that would benefit the Y-generation in terms of using ICTs as media in their English learning. The respondents of this research comprise 20-second year students completing their bachelor’s degree in English literature faculty, The State Institute for Islamic Studies (IAIN) Sultan Thaha Syaifuddin Jambi, Sumatra, Indonesia. The students’ perceptions and students’ expectations were measured through a questionnaire. The questionnaire aims to find out about college students’ perception and expectations of computer technology use in English learning. There are three parts of questionnaire; Part one found present English learning and teaching situation in their institute and divided into computer facilities in their institutes, present their English learning situation, and students use of ICT in their daily life. Part two found students’ perceptions of the use of ICT in English learning, and Part three found students’ expectations of the use of ICT in English learning. The findings showed that respondents agree that ICT is useful for English learning especially for the item ‘computer can serve as tools for learning purposes’. And respondents generally agree to the statements which lead to the point that ICT can be expected to help respondents’ in English learning especially for the item ‘I need teachers/experienced people to teach me how to use online learning resources’, ‘I hope computers can be used to provide more interactive activities for students’, and ‘I hope the use of ICT will help me to learn English more efficiently’. The results of this study may be beneficial to EFL educators in incorporating ICT into their teaching repertoire.
 
 
 

Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐BasedEAPProgram

AbstractThe plurality of nation in this title foregrounds the challenge of teaching a geopolitical entity whose survival depends on building emotional ties of belonging. These ties can be problematic in diverse societies in which collective identities compete for recognition. In Canada, nationhood tied to language and culture is claimed by French‐speaking Quebecers; it is also invoked by many Western‐Canadian politicians to express a growing alienation from Eastern Canada's perceived socio‐economic dominance. In Canada's constitution, the term First Nations represents the indigenous peoples who are the country's original inhabitants. In this context, teaching the nation(s) is indeed challenging. In response, the authors adopt duoethnography as both research methodology and pedagogy in their content‐based English for Academic Purposes (EAP) courses. They first explore their experiences and emotional attachments to nationhood, reflecting on their influences on teaching around language and citizenship. They then provide two EAP assignments as examples: The first is a course assignment in which students critically examine hyphenated national identities through duoethnographic inquiry. The second is called the Get Involved project, which examines service learning and citizenship. Both examples demonstrate the importance of critical affective literacies to expand the pedagogical repertoires of EAP teachers and students in a time of resurgent nationalism.

Репертуар в формировании профессиональных компетенций эстрадно-джазового вокалиста

The study deals with the issues of structuring the pedagogical repertoire used in the preparation of pop-jazz singing performers. The aspects related to the principles of selection of the pedagogical repertoire used in the process of forming the basic competencies of a professional vocalist are highlighted. In the article, the author refers to the concepts of «pedagogical repertoire», «professional competencies of a vocalist» and defines the stylistic approach of the determinant of the model in mastering the pedagogical repertoire and an important aspect of the formation of professional competencies of a pop-jazz vocalist. The division of the studied repertoire into certain groups and levels, according to the author, makes it possible to more clearly structure all the material recommended for mastering as part of the learning process. The paper introduces the concept of «repertoire matrix» of a teacher - a vocalist, which is one of the productive forms of mastering the pedagogical repertoire and increasing the overall repertoire volume while maintaining the qualitative characteristics of the performance. A systematic approach to mastering the pedagogical repertoire, which includes all the main stylistic layers of pop-jazz vocal culture, reflected in the working pedagogical programs, serves as a coordinate point of correlation for the formation of the vocalist’s professional competencies.

Rosalía as Resource: Pedagogical Synergies

Abstract: Rosalía is an expert at borrowing and mixing elements from various time periods and places, resulting in a fusion of aesthetic styles, along with literary and cultural references. While her work is sometimes criticized for cultural appropriation, we might take another look at it to reframe Rosalía's ethos as one that is part and parcel of a generation that embraces multimedia. This note asks, then, what can we, as scholars and professors, adopt from her work for teaching purposes? The creative synergies she exemplifies as well as her own star persona encourage us to think more expansively about how to enlarge our pedagogical repertoire. Rosalía's creative output may be utilized to enhance our pedagogy by making literary texts more accessible to students, to make historical connections throughout different periods, and to teach about relevant topics, which is ultimately exemplified with an illustration of how I drew upon Rosalía's work in a 2021 undergraduate seminar I designed about fashioning women in modern Spain.

STANISLAV LIUDKEVYCH – GREAT UKRAINIAN COMPOSER, PROGRESSIVE PUBLIC ACTIVIST, ORGANIZER OF THE MUSICAL LIFE IN THE WESTERN UKRAINE

The article investigates the main features of artistic, educational, pedagogical, scientificpublicist and sociopolitical progressive activity of Stanislav Liudkevych that is exceptionally significant for the development of the national culture and, specifically, Ukrainian music, even in the new historical circumstances. It also dwells upon Stanislav Liudkevych’s public activity as the organizer of the musical life in Lviv and other cities of the Western Ukraine that resulted in the organization of the Union of Professional Musicians of Ukraine (1934–1939), the work of which put an end to the professionalization of Halych musicians and started the traditions that exist till now. It also studies the questions from the artist’s report on the First Pedagogical Congress of the Union of Professional Ukrainian Musicians on November 2nd and 3rd, 1935, and from his scientific articles, that still answer the thorny problems of the current development of the Ukrainian culture. The article reveals the aspects of the composer’s biography referring to the creation of vocal chamber music (choirs and solo singing), piano music for the pedagogical repertoire (original works and the translation of the Ukrainian folk songs for the piano), and ensemble works for the piano duets. The paper separately investigates the composer’s input in the pedagogic area and musical schooling as well as teaching music in the public schools that has an immense impact on the esthetic upbringing of the young person. Stanislav Liudkevych started his artistic path on the verge of 19th and 20th century, in the period of essential conflicts in social and cultural life. He soon became an example of the progressive national artist that joined the worldly and artistic aspirations together. He was a highly-qualified musician, a person with wide and comprehensive general education, for whom the fight for the artistic progress and creative professionalism constituted the very basis of his diverse activity. The life and creativity of Stanislav Liudkevych is an example of unique purposefulness and active desire to fulfill the primary ideals of humanity. He responded heartily to the most significant and thrilling social events. The main idea of the composer’s music as well as his multiple publicist and musicological articles is the fight for freedom, for the development of the spiritual and, specifically, musical culture of his people, for the relationship with other progressive cultures, etc. The composer’s diverse activity is characterized by the integrity of the worldview, standpoint of a progressive person formed by the examples of the leading national thought, as well as the ideals of the symbolic poets, such as Taras Shevchenko and Ivan Franko. The composer understood the art as a social phenomenon that is inseparably connected to the life of a community, as a reflection as the whole history of the society. Throughout many decades the composer acted as the leading artist that strives for the life of his native culture and for the improving of the spiritual health of Ukrainian nation. Thus, not only music composition, but also the whole progressive activity of Stanislav Liudkevych, such as sociopolitical, educational, pedagogical and critic, are vital for the development of the Ukrainian art.

Multiple Perspectives with Online EFL Practicum Technology Learning: Case Study on a Cloud.

This yearlong study describes multiple stakeholders' perspectives of 20 preservice English as Foreign Language (EFL) teachers, 43 elementary school students, 2 online mentors, and a teacher-researcher during a technology professional development practicum on a cloud. The case study provides qualitative and quantitative data from stakeholders concerning technology integration after participating in online project-based EFL instruction. The participating stakeholders encountered affordances and challenges that enhanced their online learning and teaching repertoires and offered nuanced evidence within this online professional development community. The findings call for continuing exploration of online practicums in preservice (language) teacher education and further research documenting complexities of multiple stakeholders' technology professional development.

Collective creativity and wellbeing dispositions: Children's perceptions of learning through drama

At a time of escalating global climate change and political, educational, social, and economic divides, children face uncertainties about their futures. This is set against a rise in poor wellbeing and mental health amongst children. Whilst global organisations such as OECD Learning Compass 2030 and UNESCO Framework for Action 2030, provide normative discourses on the global skills, knowledge and attitudes that should be taught to equip young people to become ‘change agents’, this is yet to be reflected in educational policy in England. Central to addressing empirical gaps in research, is the exploration the impact of children's affective engagement in creative arts learning. Drawing from longitudinal action research as an artist–teacher–researcher in a primary school, the practice of Drama Worldbuilding is explored as a pedagogy of critical hope because it focuses on activating collective creativity and purposeful action. The research draws from theories of affect, wellbeing and immersive play to conceptualise new links between creativity, change making and wellbeing. The data analysis reveals a set of emerging creativity and wellbeing dispositions and adaptable competencies which support a deeper articulation of how creative pedagogy works through meta- affect. More widely, the research provides a heuristic approach which could be useful for teachers and artist educators interested in expanding their teaching repertoires, fostering students’ collective creativity and critical thinking, offering a potential pedagogical space for rewilding the curriculum.

SONATA FOR VIOLIN AND PIANO BY VLADIMIR ROTARU: PECULIARITIES OF THE MUSICAL LANGUAGE, COMPOSITION AND DRAMATURGY

The Sonata for violin and piano by Vladimir Rotaru has long been included in the pedagogical repertoire of the class of the chamber ensemble of the Academy of Music, Theater and Fine Arts, as it is distinguished by the originality of the compositional idea and vivid images. The Sonata is also representative from the point of view of the typical features of the author’s style associated with the influence of national folklore. This article provides an analysis of the musical language, composition and dramaturgy of this work, since the perception of the peculiarities of the figurative development and structural design of music is necessary for musicians to develop an appropriate performance version. It is concluded that the two-part structure of the Sonata reflects the combination of Doina and dance, typical of Moldovan folklore and the complex intonational and rhythmic organization gives the work a contemporary character.

Using Digital Storytelling to Improve Pupils’ Speaking Skills in the Age of COVID 19

Speaking in English is one of the most important skills that students must learn in school, and it is a pertinent tool for communicating in the real world. However, pupils in rural schools often faced difficulty in conversing in the English language, as they did not have adequate opportunities or an engaging environment to practice the language, especially during the COVID-19 pandemic. It was observed though School-Based Assessment (SBA) that pupils had limited levels of fluency, accuracy, and pronunciation. Hence, this quasi-experimental study aims to investigate the use of Toontastic 3D, a digital storytelling app, to improve pupils’ speaking skills. In this study, a pre- and post-test and a questionnaire were used as methods for data collection. The findings revealed that the potential benefits of digital storytelling had a beneficial impact on pupils’ speaking skills. The findings also demonstrated that digital storytelling engaged students in the story’s content not just by encouraging motivation and curiosity but also by instilling confidence in their ability to speak in English. The results from the questionnaire indicate that digital storytelling facilitates 21st-century learning by allowing interactive and collaborative learning that encourages pupils to speak English. Moreover, pupils were more engaged, confident, and motivated to converse in English. Hence, digital storytelling, especially in the age of COVID 19, can be utilised as an effective teaching repertoire to create a dynamic learning environment that stimulates students to participate actively during speaking classes.

Exploring Engaged Spirituality through Martial Arts

In this article, through a carnal and participant approach to ethnography, we consider the pedagogical repertoires of Boxe Popolare (a style of boxing codified by Italian leftist grassroots groups) and Odaka Yoga (an innovative type of postural yoga blended with martial arts elements). We provide a close reading of what we call the pedagogies of engagement cultivated by these two practices, appreciating how their underlying spiritual philosophies are internalized in self-reflective projects oriented towards societal transformation. Our analysis draws from Pierrre Bourdieu’s dispositional sociology and the concept of “body pedagogics”. With regards to this framework, we explore the physical-spiritual apprenticeship to Boxe Popolare and Odaka Yoga in relation to the rise of a series of engaged dispositions, which bring practitioners to conceive of their own transformation as a way to encourage social change and support social justice programmes. More specifically, we emphasize the ritual dimensions of these practices, their forms of commitment, and finally their ambivalences regarding contemporary neoliberal governmentality and societal transformation. We conclude by reflecting on how the neoliberal character of contemporary martial activities, too often simply assumed, is socially reproduced—in practice— via specific processes of knowledge transmission; and calling for more attention to the overlaps between different social fields.

Этнокультурный подход к формированию музыкально-педагогического репертуара на примере вокальной лирики чувашских композиторов

The purpose of the article is to substantiate the ethno-cultural approach to the formation of the musical and pedagogical repertoire of students of the Chuvash State Institute of Culture and Arts. The implementation of the ethno-cultural approach ensures the orientation of their professional training to the development of culture as a historically determined type of human activity with certain ethnic characteristics. The author examines the potential of Chuvash vocal lyrics in the aspect of an ethnocultural approach, for which he analyzes romance in detail as a genre of Chuvash composer music. Based on the method of stylistic analysis, conclusions are drawn about the derivative character of the Chuvash romance, which goes back through the Russian medium to the medieval European musical tradition. The first Chuvash romances were vocal works based on the words of the classics of Russian literature A. Pushkin and M. Lermontov translated into the Chuvash language. Subsequently, independent Chuvash works with an ethnic sound appeared in the Chuvash musical art (works by O. Agakova, Y. Grigoriev). Romances have enriched Chuvash chamber music with vivid artistic images, they are characterized by a deep insight into the drama of verse, sincerity, lyricism and nobility of utterance, a variety of forms. The musical and pedagogical repertoire of vocal students should be supplemented with works of both the early stage (romances to the words of Pushkin and Lermontov translated into Chuvash) and modern (romances with ethnic sounding accompaniment with a characteristic Chuvash folk music mode and metrorhythmics, with Russian and Chuvash texts).

Explaining student loyalty towards using WhatsApp in higher education: an extension of the IS success model

PurposeRecent years have documented the growing interest in using WhatsApp in higher education. However, the determinants of students’ satisfaction and loyalty towards WhatsApp groups have received less attention. This study aims to extend the Delone and McLean information system success model by incorporating social and emotional factors to investigate the drivers of satisfaction.Design/methodology/approachData were collected through questionnaires completed by 308 undergraduate students. The partial least squares technique was used for data analysis.FindingsThe findings reveal that information quality, trust in members and social usefulness play crucial roles in shaping students’ satisfaction and loyalty to WhatsApp groups. System quality has no significant effect on satisfaction. Furthermore, emotional connection negatively moderates the relationship between social usefulness and satisfaction.Practical implicationsThe findings of this study will be useful for educators and practitioners seeking to integrate WhatsApp into their pedagogical repertoire. The results demonstrate the importance of considering the social and emotional needs of students in addition to the quality of the information provided.Originality/valueTo the best of the authors’ knowledge, this study is the first attempt to integrate system characteristics, particularly with social and emotional factors. Furthermore, this study extends the literature on WhatsApp use in higher education by testing the drivers of students’ satisfaction and loyalty.

Supporting the implementation of a nanotechnology teaching-learning sequence through post-induction science teacher mentoring

ABSTRACT This study focuses on post-induction mentoring as a vehicle for science teachers’ training in implementing a nanotechnology teaching-learning sequence. Five mentors and 15 mentee-teachers participated in a 9-months long mentoring programme. Qualitative methods of analysis were used to examine the content of the mentoring conversations and the employed mentoring practices. Our findings indicate that the focus of the mentoring conversations was mainly set on the necessary strategies for teaching nanotechnology and secondarily on the resolution of organisational issues that arose. As regards the mentoring activities, mentors tended to address the arisen issues by giving advice, sharing their knowledge and teaching materials and by modelling the conduct of the lessons. The paper highlights the contribution of mentoring to the professional growth of post-induction teachers mainly in terms of broadening their teaching repertoire on nanotechnology issues.