Pedagogical Context Research Articles

Проблема формування професійних ідеалів старшокласників у історико-педагогічному контексті

The article deals with the problem of formation of professional ideals of senior pupils in the historical and pedagogical context. The conducted theoretical analysis of psychological and pedagogical studies testified that the attention of scientists is focused, first of all, on the study of changes that have taken place in the understanding of the essence of ideals, their significance in the development of the individual. We note that special attention is paid to the relevance, multi-value, multi-vector nature and importance of the formation of “ideals” both for society and for an individual. It is proven that ideals are differentiated depending on the object of reflection (humanistic, spiritual, moral, political, aesthetic, professional, scientific, and others) and the scale of the subject of its embodiment and realization (personal, group, national, universal ideals, and others). Professional ideals of an individual, according to this approach, are a component of a much broader concept – “social ideals”, which synthesize the image of the individual’s own perfected professional future, which determines for him the direction of his professional orientation activities. There are reasons to claim that any human activity can be idealized and presented in the form of a system of ideals, where the professional ideal of an individual serves as a model for achieving professional goals and determines the manner and character of a person’s professional behavior and activity. Such an approach reveals the essence of the ideas formed in society about a professional person, who is a model of professional excellence.

Концепція соціального виховання В. Зеньковського

The article is devoted to the analysis of the socio-historical and pedagogical context, highlighting the main provisions of the concept of social education of the outstanding philosopher, psychologist and pedagogue V. Zenkovsky. It is shown that the relevance of the idea of social education in Ukraine at the beginning of the 1920s was determined by the dramatic socio-economic and socio-political situation that arose as a result of wars, devastation, famine, the spread of homelessness and neglect, and the state educational policy. It is emphasized that the immediate factor that prompted V. Zenkovsky to turn to the problem of social education was not only the state of society at that time, but also the spread and absolutization of the principle of individualization of education and upbringing in the pedagogical science of that time. The scientist proved that education is social in nature and reflects not only the interests of society, but also the interests and needs of a child, whose individuality is manifested in society. The approaches of V. Zenkovsky regarding the essence of social education are identified. In his opinion, social education is aimed at the development of social activity, “taste” for social activity, education in the spirit of solidarity, as well as its basis, which is considered to be natural sociality and social forces in a child’s soul. The position of the scientist regarding the ways and means of social education, determining the role of the family, preschool institutions, school and extracurricular work in this process is revealed. It is argued that the author deeply understood the uniqueness and irreplaceability of each educational body, was convinced of the need for their close cooperation, which he considered the ideal of social education.

The Linguistic Background of the Modern Process of Educating Future Teachers

The author makes an attempt of sociocultural and sociolinguistic analysis of how the content of everyday speech and quasi-professional speech background affects the educational process in higher education for future teachers. The negative influence of obscene vocabulary in students’ everyday speech and foreign language borrowings in the vocabulary of the educational process on the professional formation of future teachers was revealed. The scientific novelty of the study lies in the fact that it is proved that the linguistic background of modern everyday and quasi-professional speech heard by modern students does not stipulate their future professional formation. In this regard, the counteraction to profanity and unjustified foreign language borrowings in the teaching process of pedagogical universities should be considered not in the general pedagogical context and not in the context of the formation of «flexible competences», but as a task to form professionally necessary pedagogical qualities.

Meta-semantic practices in social interaction

Abstract In social interaction, different kinds of word-meaning can become problematic for participants. This study analyzes two meta-semantic practices, definitions and specifications, which are used in response to clarification requests in German implemented by the format Was heißt X (‘What does X mean?’). In the data studied, definitions are used to convey generalizable lexical meanings of mostly technical terms. These terms are either unknown to requesters, or, in pedagogical contexts, requesters ask in order to check the addressee’s knowledge. Specifications, in contrast, clarify aspects of local speaker meanings of ordinary expressions (e.g., reference, participants in an event, standards applied to scalar expressions). Both definitions and specifications are recipient-designed with respect to the (presumed) knowledge of the addressee and tailored to the topical and practical relevancies of the current interaction. Both practices attest to the flexibility and situatedness of speakers’ semantic understandings and to the systematicity of using meta-semantic practices differentially for different kinds of semantic problems. Data are come from mundane and institutional interaction in German from the public corpus FOLK.

Critical Literature Review of Contemporary Research on Attitudes Towards World Englishes

Locally and globally, the position of English is uncontested, making it the most sought-after languages to be learnt today. While there is little disagreement about the need to learn English, language teaching and learning efforts are often beset by questions of which variety of English is most suitable for the classroom. This is complicated by attitudes towards varieties of English. This paper is a literature review to inform a study of attitudes towards World Englishes among Sri Lankan English teachers. It presents a critical review of existing literature that combines elements of a systematic review. Based on 50 recent studies, the paper first presents key findings in an overview of the main trends in contemporary research on attitudes towards World Englishes (AWE). It next presents a selection of findings based on a critical analysis of these studies. These findings include the proliferation of AWE studies in countries that formerly considered English a foreign language, a preference for survey methods and AWE studies in pedagogical contexts, recurring findings across studies from different parts of the world, and the researchers' engagement with the concept of attitudes. The critical analysis of the studies uncovered conceptual and methodological shortcomings that also reflect the limitations previously identified in WEs research and language attitudes research. This paper concludes with the recommendation to consider moving beyond positivist, quantitative approaches such as surveys in the study of AWEs that consider language attitudes to be fixed and measurable in order to produce generalisations. Instead, this paper advocates more inductive, qualitative approaches that focus on the individual and the subjective and consider language attitudes as unfixed, volatile, and evolving in context, which might provide new insights into the field.

Temporal Horizons in Education

This paper extracts the findings of the impact study on the Learning Facilitator programme’s study, a 6-month blended learning professional programme accredited by the Catholic University of Eichstätt-Ingolstadt (Germany) and delivered by Jesuit Worldwide Learning to teachers in context of marginalisation. Focused on elucidating how the Learning Facilitator programme nurtures graduates' soft skills in teaching and fosters their servant-leadership, this paper underscores how the programme redefines the temporal horizons for its participants, enabling them to transcend established frames of reference and cultivate inclusive and conducive learning environments both within and beyond the confines of traditional classrooms. This contribution seeks to bring the seldom heard voices at the centre of the discussion on “time for education”, echoing graduates’ critical exploration in reevaluating conventional frames of reference in pedagogical contexts.

ЛІТЕРАТУРНА ПЕДАГОГІКА В СИСТЕМІ ОСВІТИ: ЗДОБУТКИ ТА ПЕРСПЕКТИВИ РОЗВИТКУ У ХХІ СТОЛІТТІ

In the conditions of reforming all levels of education in Ukraine in the XXI century, changes in the content, forms and methods of educational fields, in particular language and literature, the issue of developing literary culture and consciousness of students, aesthetic culture, developing the potential, critical thinking and communication skills of students of education is becoming relevant. The article updates the conceptual apparatus used in the description of literary pedagogy in the educational sphere, which requires clarification and specification of the main terms and categories of the researched issue. Attention is focused on such concepts, terms and categories as "literary pedagogy", "literary education", "reading", and "reading competence". It was determined that in domestic and foreign science, the concepts of "literary pedagogy" and "literary education" are not sufficiently developed and established, they need to be specified and detailed taking into account the signs and characteristics of the components of the term, in some sources they are identified with each other. The concept of reading literacy is considered in the context of such skills as perception, analysis, and evaluation of texts to expand knowledge and develop reading potential. The relevance of the study and implementation of literary pedagogy in the educational process of general secondary education institutions in the XXI century in the context of the problem of the attitude of modern children and youth to reading is substantiated. A brief review of the development of literary pedagogy in the historical context of the development of society is carried out. It was found that literary pedagogy is a system of methods, means and techniques of learning, education, development and formation of personality throughout life with the help of literature. The prospects for the development of literary pedagogy in the context of the introduction of its methods, techniques and tools into educational practices, the introduction of an interdisciplinary approach, the role of literary pedagogy in the development of critical thinking, ethical competence and the general culture of education seekers are outlined.

The role and relevance of the pedagogic contexts in training adult careers professionals

ABSTRACT Political impetuses for raising the professional status of the careers sector in England have spanned more than a decade, driving an assiduous pursuit for professionalisation linked to the training and upskilling of its workforce. This paper builds on previous work by the authors and explores the necessity, and integration of theory for practice through the delivery of a training programme for adult career advisers to meet the requirements of units from the Qualification Curriculum Framework (QCF) Diploma 6 in Career Guidance and Development. The findings indicate that successful careers pedagogy should accommodate trainers’ reflexivity and their theoretical stance(s). The integration of theory and reflection offers a powerful lens through which practice can be developed, supporting career advisers and trainers to engage in reflexive and reflective learning. The paper offers an original insight into the pedagogic approaches utilised and their effectiveness from both career advisers and trainer’s perspectives.

Acceptability and Effectiveness Analysis of Large Language Model-Based Artificial Intelligence Chatbot Among Arabic Learners

This research stems from the broad use of AI based on Large Language Models (LLMs), which many academics find relevant and effective in higher education Arabic language learning. The goal is to confirm these views.This research is a mixed reseach that employs a both of qualitative and quantitative methodologies. The qualitative segment involves observations and literature reviews. Observations involved reviewing how participants used chatbots and carefully checking the accuracy and consistency of platform responses. The quantitative facet utilizes a paired experimental design, encompassing both classical and Bayesian Paired Sample t-Tests analysis. The research encompasses 45 individuals with a proficient understanding of Modern Standard Arabic and no hindrances in comprehending the material. These individuals are enrolled as students at Islamic College (STAI) Al-Anwar Rembang, Indonesia. The results show increased motivation and ease of use with the chatbot in Arabic language learning. However, concerns about the consistency of chatbot content have arisen, affecting participants' confidence in response accuracy of AI. This prompts an evaluation of effectiveness through classical and Bayesian tests, which fail to demonstrate statistically significant variances, even in the adaptive Bayesian probability analysis. These outcomes deviate from previous research on relevance and effectiveness and corroborate preceding studies on academic apprehensions and accuracy enhancements. The researchers advocate for further investigations, especially concerning the accuracy analysis of AI chatbots in Arabic pedagogical contexts.

GARDNER’S THEORY OF MULTIPLE INTELLIGENCES IN THE LEARNING PROCESS

The article examines the theory of multiple intelligences in the pedagogical context. The methodology is based on the use of the diversity of individual differences and the creation of many ways for their development and learning precisely on their basis.

IMPLEMENTATION OF TRANSLANGUAGING IN THE CONTEXT OF TEACHING MANDARIN IN INDONESIA IN HIGHER EDUCATION

As one of the many pedagogical strategies found in multilingual contexts, translanguaging can be a solution for learning foreign languages, especially Mandarin. It facilitates using multiple languages (outside the L2) for receptive and productive purposes. Its use can solve communication problems caused by students' language competence during teaching and learning. This study aims to determine the perceptions of Mandarin students at the higher education level in Indonesia regarding the application of translanguaging in class. The study was sequential explanatory design research using mixed research methods. Data collection was carried out in two stages: collecting quantitative data using a questionnaire and then collecting qualitative data through Group Interviews (GI). The distribution of the questionnaire was targeted at 100 students. GI was carried out on five students who had previously participated in filling out the questionnaire. This study shows that learning Mandarin at the tertiary level focuses on the monolingual-traditional learning model, oriented only to L2. Translanguaging is ideologically considered as a form of language incompetence. The higher the language skill, the less likely it is to find translanguaging. This study is expected to have implications for the development of learning Mandarin in a multilingual pedagogical context in Indonesia.

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

AbstractThis article builds on the findings of a critical systematic review that aimed to explore understandings and applications of inclusive pedagogies in the secondary school. Inclusive pedagogies are often conceptualised as both a set of strategies that aim to ensure access to learning for all students, and as value principles that reflect particular views on inclusion; this is why they tend to be approached in diverse ways. We were particularly interested in secondary school as the focus on particular curricular areas and subjects, additional pressures for teachers and students derived from assessment and exams, and fewer opportunities for collaboration between teachers as a result of the compartmentalisation of the curriculum can make the implementation of inclusive pedagogies more challenging than at primary level. Six databases were searched for literature published exploring inclusive pedagogies in the context of secondary school. We found that inclusive pedagogies were often filtered through the lenses of particular subjects and were associated with other approaches with similar philosophies, such as differentiation and student‐centred learning; that student perceptions of inclusive pedagogies are still little explored; and that tensions associated with inclusion were only acknowledged to some extent. Based on the findings, we argue for a refined way of understanding inclusive pedagogies in the secondary school context, one that acknowledges the unique characteristics, challenges and tensions at this school level. The review findings also affirm the ‘messiness’ of the inclusion literature and raise questions as to the relevance and usefulness of systematic reviews in exploring this fragmented topic.

ChatGPT in Language Education: Perceptions of Teachers - A Beneficial Tool or Potential Threat?

The burgeoning advancement in artificial intelligence, particularly ChatGPT, has increasingly drawn attention among specialists and practitioners. This study investigates the perceptions of language teachers in Indonesia regarding ChatGPT's potential as a language learning tool and the concerns associated with its deployment. A quantitative approach was adopted, utilizing an online questionnaire comprised of 18 items rated on a four-point Likert scale and three open-ended queries. The sample included 100 educators, spanning English, Indonesian, and Mandarin language teachers and lecturers. Findings indicate that a significant proportion of respondents are familiar with internet-based artificial intelligence and recognize the applicability of ChatGPT in pedagogical contexts. Notably, 87% of language educators endorse initiatives to enhance understanding and integration of Artificial Intelligence in Education (AIEd) to bolster instructional efficiency and efficacy. Consequently, a majority concur that ChatGPT can aid language learners in honing vocabulary, grammar, oral and written competencies. Based on these insights, it is imperative for educational stakeholders to strike a judicious equilibrium between the deployment of AI tools and a pedagogical paradigm that emphasizes student engagement and critical cognitive development.

Disaggregating Asian Identities through Case Studies of High School Students in Electronic Textiles Classrooms

While most of the identity-related work within STEAM education has examined learners from different marginalized groups, Asians and Asian Americans are some of the least studied identities despite the underrepresentation of several Asian sub-groups within STEAM fields. Educational research has embraced the “model minority” myth, adopted a White-colonial gaze, aggregated Asians into a single “racial group”, and treated it as a dominant group within STEM fields. By resisting the White-centered, colonial simplifications and also conducting ways of engaging with learners that identify with Asian communities, we present four case studies of “Asian” high school students in two STEAM classrooms (which were both implementing an electronic textiles unit) in an attempt to disaggregate and to highlight the diversity and complications in the the otherwise simplified “Asian” identity. We answer the question of how electronic textiles projects support students’ “Asian” identity expression, negotiation, and development. We share how our cases accentuated the role of materiality and pedagogical context in opening possibilities for students to narrate stories of historical, cultural, and familial significance while navigating their complicated “Asian” (or not) identities. We discuss the implications of our findings for the research, design, and practice within STEAM activities to better support the highly diverse and invisibly marginalized Asian-origin students.

Towards a Sociology of Educational ‘Ideal’: Powerful Knowledge, Knowledge of the Powerful, and Beyond

This paper examines how the Durkheimian approach to the ‘ideal’ delineates a possible way of straddling the dilemma between the normative orientation of ‘powerful knowledge’ accounts and the critical orientation of ‘knowledge of the powerful’ accounts. It argues that the normative aims are embedded in the fabrics of the sociological description with which the Durkheimian notion of ‘elementary form’ is concerned. To see where this enterprise can lead, this paper turns to the sociology of education of Bourdieu and Bernstein. Both draw on Durkheim’s writings on primitive classifications in education and society, working towards uncovering the regularities of the world of knowledge classifications. Keeping in line with Bourdieu and Bernstein, this paper argues that one has to make the same refusal to the advocates of an abstract ideal of educational knowledge that is dissociated from its social conditions of historical realization in pedagogic contexts, and to the advocates of a cynical relativism of ideal that rejects any necessities socially established.

Zoom-ing with Padlet: Overcoming challenges to deliver emergency remote teaching to young learners in Trinidad

When school closure was mandated due to COVID-19, staff at a university lab preschool in Trinidad rapidly switched to remote teaching. Although the six teachers were experienced early childhood educators, they were unfamiliar with teaching remotely using video conferencing tools and websites. Guided by a consultant and an educational technologist, an indigenous remote early childhood program for 3- to 4-year-old learners was introduced using the Padlet platform and Zoom. This qualitative descriptive case study investigated the challenges teachers experienced and how they adapted to provide continuity in teaching in a changed pedagogical context. Using the Resilience in Human Development theoretical framework the research questions asked: What were the challenges experienced by early childhood teachers in delivering their first emergency remote teaching program? And, how did teachers overcome the challenges which arose in delivering emergency remote teaching to young learners? Guided by Creswell’s (2016) recommendation to collect and analyze data from multiple sources, teacher questionnaires, written teacher reflections, parent questionnaires, and feedback provided by a consultant were the data sources. Findings revealed themes related to five teacher challenges and four parent challenges. The strategies used to overcome the challenges included: Becoming proactive, Introducing Innovations, and Tapping into motivation. Policy implications and recommendations to support continuity in teaching during emergencies at the school and national levels are included.

Conceptual experimentation through design in pedagogical contexts: lessons from an anti-hate crime project in India

ABSTRACT This paper explores how modes of thinking and practice that are characteristic of design-based disciplines – “designerly ways” – might contribute to the migration and integration of legal concepts, by prompting and facilitating conceptual experimentation in pedagogical contexts. It uses the example of a project which invited those working against targeted violence in India to experiment with the concept of “hate crime” – that is, of crimes motivated by hostility or prejudice towards the victim’s identity. It concludes that conceptual experimentation is especially useful and urgent when debating the risks and rewards around the migration of globally established legal concepts, such as hate crime, into specific local contexts, such as India; and especially where the sociolegal context renders such debate risky. And it concludes that designerly ways can help to ensure that any such migration is “provincialised”, and the concept itself is enriched in the process.

Decolonising access for Performing Arts Training at Makerere University: The Legacy of Rose Mbowa

ABSTRACT Access and relevance have been central in the pursuit of a university education responsive to the development agenda of post-colonial Uganda. In Makerere University, the drive involved critical engagement with hegemonic constraints predicated by an interplay of historical drivers, many of them rooted in colonialism. This paper explores initiatives in Uganda and Africa towards the decolonisation of universities in Africa to centre the African/indigenous context and epistemic bases, enable access to education, provide curriculum responsiveness and ensure pedagogical relevance as imperatives in decolonisation and national (re)construction. Performing arts education was faced with limitations specific to its context of limited academic value owing to a hegemonic hierarchization that devalued scholarship and practice informed by indigenous epistemic bases and cultural practice. This article uses reports, interviews and archival materials to explore the role of Rose Mbowa, a drama teacher and practitioner at Makerere University, in decolonising the matriculation window to increase access for Performing Arts training and enabling university-community collaborative pedagogical contexts to empower learners and the community.

Problem-Based Learning Approach for Developing Learning Management Skills in Undergraduate Mathematics Education

This study explores the effectiveness of problem-based learning (PBL) activities in developing learning management skills among mathematics education students. The research was conducted with 30 participants selected from a public university in Thailand using a cluster sampling method. A holistic rubric with a rating scale of 1 to 5 was employed to assess learning management design and teaching implementation. The results indicate that PBL significantly enhanced students’ learning management skills, with mean scores of 77.90 (82% of full mark) for learning management design and 56.90 (81.29% of full mark) for teaching implementation. Overall, the participants achieved a mean score of 134.80 (81.70% of full mark), demonstrating the effectiveness of PBL in fostering comprehensive learning management abilities. Moreover, participants expressed high satisfaction with the PBL approach, as evidenced by a mean satisfaction score of 4.54 (S.D. = 0.48) on a 5-point Likert scale. The study contributes valuable evidence supporting the integration of PBL in teacher education curricula, with implications for both academic and pedagogical contexts. Policymakers are encouraged to consider incorporating real-world problem-solving experiences in all teacher education classes, and further studies can explore the long-term effects of PBL on students’ teaching practices.

Multimodal Discourse Analysis of Communicative English for Chinese Learners (Integrated Course) From the Perspective of Ecosophy

Abstract Textbooks may reflect a certain ecosophy through the linguistic elements of the content that significantly influences students’ values. This analysis selected 88 discourses from the reading sections of Communicative English for Chinese Learners (Integrated Course), from Books 1 to 4, designed for undergraduate English majors. Based on Systemic Functional Linguistics, the title and the illustration of the reading sections are analyzed to ascertain whether the ideology they reflect is in accord with the ecosophy, that is, the harmonious coexistence of humans, nature, and the development of society. After conducting a textual analysis, all multimodal discourses that can reflect clear ecosophy conform to this idea. Concerning illustrations, seven of them are at variance with the ecosophy. As for the analysis of the logico-semantic relations between image and text, only three discourses are found at variance with the ecosophy, but in actual pedagogical context, these three discourses aim to arouse the thinking of the audience about people’s inappropriate conduct and arouse their ecological consciousness.