Pedagogical Perspective Research Articles

The work adjustment of expatriate teachers employed in Chinese internationalised schools: a pedagogical perspective

ABSTRACT Traditionally serving expatriate elites, international schools now increasingly cater to local middle-class families in developing countries. With the industry’s explosive growth, attention turns to the role of expatriate teachers in preserving the institutional legitimacy of non-traditional international schools. However, expatriate teachers’ pedagogy has received little attention. The purpose of this hermeneutical phenomenological study was to understand the pedagogical work adjustment of expatriate teachers in Chinese internationalised schools. The study employed a diverse sample of 16 expatriate teachers who worked in Chinese internationalised schools for at least one school year. Three data collection methods aided in gathering in-depth descriptions of participants’ lived experiences: individual interviews, written protocols, and focus groups. An analysis of participants’ lived experiences led to the construction of three overarching themes: adjusting to the school context, adjusting to the students, and growing as a teacher. Participants adjusted to their schools’ contexts by rejecting the local ways, tuning in to student needs, and adapting to the local ways. Adjustments to students included motivating them, struggling with their names, getting more sensitive about them, and changing classroom management practices. Participants perceived their schools’ in-service training as insufficient, which led them to pursue professional development on their own terms. The study’s novel contribution lies in its systematic identification of expatriate teachers’ adjustment strategies, particularly in dealing with students and their misbehaviour. Implications for expatriate teacher training and discipline policies in Chinese internationalised schools are discussed.

PhD stipends and program placement success in political science

A key grievance of the student labor movement is that across much of academia, and especially in the social sciences and humanities, stipends tied to PhD assistantships fall short of a living wage. In this article, we consider the issue from a pedagogical perspective, expecting that higher pay may lead to stronger program outcomes. We collect and validate data on assistantship stipends in political science from PhDStipends.com, and on tenure-track placements from an analysis of departmental placement pages. Graduate pay is significantly associated with tenure-track placements in the job market cycles spanning 2019–2021, independently of program size, rank, student unionization, location, and institution type and endowment. Across model specifications, a US$5,000 increase in student pay corresponds with 2.7 more placements per 100 enrolled students (or 34% of the median rate) over this period.

인간 행위에서 정념의 위상과 기능: 중세 그리스도교적 맥락

This article is a study to explore the theory of passion in Thomas Aquinas’s Moral Theology from a pedagogical perspective. Aquinas’s discussion on the passions is an advantageous position in examining how the philosophical discussion on the passions that started in ancient times developed in the medieval Christian context. As a matter of fact, on the one hand, his discussion can be seen as representing the tradition of medieval Christianity as it is based on the Bible and the thoughts of the Church Fathers, and on the other hand, it can be seen as reflecting discussion of ancient philosophy as it is based on Aristotle’s discussions of metaphysics and ethics. 
 To this end, first, the view on human nature was confirmed through the doctrine of original sin regarding the origin of sins as the context in which passion was dealt with in medieval Christianity. Next, the study attempted to examine the practical impact of the theoretical discussion on passion through the doctrine of capital sins regarding the aspects of sins on the moral life of medieval people, especially through the ascetic life of the monastic system. According to Aquinas, original sin corresponds to the sin of human nature, and it is not simply due to the disorderly action of a single element called passion. The privation of original justice, whereby the will was made subject to God, is the formal element in original sin; while every other disorder of the soul’s powers, is a kind of material element in respect of original sin. On the other hand, cardinal sins correspond to the sin of an individual personality, and it can be defined as a disorder that appears in relation to the good pursued by certain areas of human nature. These doctrines can be seen not only as an understanding and explanation of human existence, but also as directing educational practice regarding moral life, and rather, they can be seen as being justified by educational practice. Passion can become materials for sin and vice but at the same time, it can also become materials for ethical virtues through its interaction with reason. We are given educational tasks to continuously ethically explore the meaning of goodness and to form habits of virtue.

EFL INSTRUCTORS' APPROACHES AND PRACTICES OF INTERCULTURAL COMMUNICATIVE COMPETENCE

This study investigated the perceptions and practices of Foreign Language (EFL) instructors within English language classes related to intercultural communicative competence (ICC). The research was conducted using a mixed-methods approach and encompassed a study population of 129 EFL instructors working in both state and private universities across Turkey. The data were gathered meticulously through a questionnaire and a semi-structured interview. The data analysis from both the questionnaire and the interview indicated that Turkish EFL instructors have moderate and generally positive perceptions regarding the importance of ICC in second language (L2) education. Despite encountering time constraints and curriculum-related challenges, which often necessitate prioritizing linguistic aspects, the instructors emphasized the significance of incorporating cultural components into English language teaching and learning. This study sheds light on the pedagogical perspective held by EFL instructors, underscoring the intrinsic belief that the process of language acquisition should incorporate a cultural dimension of significance.

Cross-Cultural Pedagogical Perspectives: A Collaborative Study with Indian Scholars in Childhood Education

This collaborative study explores cross-cultural pedagogical perspectives in childhood education through partnerships with scholars from India. This research aims to explore how cultural factors influence teaching methodology, curriculum design, classroom management techniques, and assessment strategies in early childhood education settings. This research involved 15 informants, including education experts, educators, and practitioners from various cultural backgrounds in India, using qualitative research methods such as in-depth interviews, classroom observations, and document analysis. The results of this study underscore the importance of cultural sensitivity and inclusivity in designing effective pedagogical strategies, as well as the importance of collaborative efforts in fostering cross-cultural understanding and knowledge exchange. This study provides valuable insights and practical recommendations for educators, policymakers, and curriculum developers seeking to create culturally responsive and inclusive learning environments for young learner world.wide.

Crossing the divide: lessons to take on facilitating simulation from student to educator

Simulation is a powerful tool in medical education. Educators must take great care to facilitate simulation sessions in a way that promotes student learning. This article presents a reflection from a pedagogical perspective of the author’s experience with simulation as a student and potential lessons to be learnt as an educator.

Creation and use of SBS’s The Boat; principles for the co-creation of online interactive learning environments for innovative digital pedagogy

ABSTRACT Teachers and students rely more on online-learning environments than ever before, including open, trusted and high-quality online learning resources produced by public broadcasters. For educators, this represents both an inspiration and challenge in the wake of new techologies and online learning environments. This article is a case study of one such online learning environment created by Australia’s multicultural broadcaster, the Special Broadcasting Service (SBS), an adaptation of Nam Le’s award-winning short story, “The Boat” (2008). SBS’s The Boat (2015) is an immersive online experience that explores a refugee perspective and is accompanied by SBSLearn online learning materials. The Boat (2015) connects informal and formal learning though the delivery of both SBS Charter-driven content and Australian teachers’ pedagogical perspectives to local and global audiences including students and teachers. This article, co-written by the media producer of SBS’s The Boat (2015), and the educator who wrote the accompanying formal learning resources, shares principles for creating innovative and connected learning environments from different perspectives, including broadcaster editorial, technological innovation and educational design, with an intention to create a pedagogy for seamless access to engaging, immersive environments and principles for broadcaster and educator collaboration. Interviews and observations of broadcaster and teacher practice inform this analysis.

The best of two worlds: Multidisciplinary co-teaching of legal ethics

AbstractHungarian legal education is rarely discussed from a pedagogic perspective, especially in English. This paper would like to fill a gap in the academic literature on this topic by presenting a unique multidisciplinary co-teaching initiative, aiming to mix ‘the best of two worlds’: developing a legal ethics course which is an amalgam of philosophical/theoretical and legal/practical elements. Describing how a compulsory Legal Ethics course was delivered at the István Széchenyi University of Győr in a case study format, the main aim of the authors is to contribute to the international academic discourse on law school pedagogy in general, and on legal ethics education in particular. First, we provide an overview of professional ethics education in law schools, focusing on the origins of the course in the United States of America. Then, after a review of the academic literature on multidisciplinary co-teaching, the context of this Legal Ethics course is presented: the situation of legal ethics education in the Hungarian law curriculum. Then the course particulars, especially the content and the assessment, will be described in detail, based on the personal experiences and observations of the authors.

Fostering a Whole-Institution Approach to Sustainability through Systems Thinking: An Analysis of the State-of-the-Art in Sustainability Integration in Higher Education Institutions

Policy initiatives from the United Nations and EU institutions have emphasized the need for higher education institutions (HEIs) to fulfil a significant role in green transitioning. However, they tend to fall short of the achievement of this objective. Multiple studies indicate that HEIs assign high importance to the integration of environmental sustainability on a strategic level but generally lack dedicated policies of integration in operational aspects. This paper’s research aim is to provide a meta-study that reviews, analyzes, and assesses the state of the art on research on HEI sustainability. The paper also contributes to the state-of-the-art by mapping institutional sustainability self-assessment models, tools, and guidelines in four prominent research areas: (1) sustainability integration in educational activities, pedagogical perspectives, and systemic transformations; (2) benchmarking sustainability of organizational transformation and operational optimization, and links between developmental priorities and educational settings; (3) whole-system approaches focusing on the design and implementation of whole-institution sustainability plans; and (4) HEI sustainability culture and operations. The paper’s final contribution is the presentation of best practices and emerging trends in the literature. These practices were selected on the following qualitative methodological criteria based on the systems-thinking approach to whole-institution assessment: (1) the effectiveness of self-assessment models, tools, and guidelines in each respective research area; (2) the degree of integration of systems thinking and/or modeling; and (3) the incorporation of qualitative indicators for stakeholder engagement.

Analysis Action to Protect Juvenile Delinquents in Portugal and the Written Work of Father António D’ Oliveira (1867-1923), On the Centenary of His Death

This year we celebrate the Centenary of the death of Father António d' Oliveira (1867-1923), who was a pedagogue dedicated to the protection of children, mentor of the Child Protection Law of 1911, with which the Guardianship Law of Minors began in Portugal. The objectives of this historical-described and documentary research are inherent to the three established objectives, resulting from our hermeneutic approach to his written work: analyzing the texts hermeneutically and in terms of organizing their content; interpret some content ‘evidence’ from a (socio)pedagogical and social pedagogy perspective; analyze, based on father Oliveira's thinking, the protection and re-education of childhood, with reference to the Child Protection Law, of May 27, 1911, which initiated the guardianship rights of minors in Portugal until the end of the last century. In conclusive terms, we will summarize a set of ideas, which should be included in the History of Education and/or Social History of Portuguese Childhood, in this celebration and fair tribute to this social pedagogue.

Discourses of resistance: pre-service teachers’ reflections on the challenges of inclusion in physical education

ABSTRACT Scholars have identified a need for more learner-centred pedagogical practices as one way to facilitate more inclusive learning in physical education (PE). In this regard teacher education plays an important part through the preparation of future teachers. Yet, disrupting pre-service teachers’ prior values or beliefs to transform PE, has proven difficult. Grounded in critical pedagogical perspectives and discursive psychology, the current study enquired into the following question: What discourses of resistance can be identified in PE pre-service teachers’ written reflections on the challenges of inclusion and the need for changed pedagogical practices in PE? The sample in this qualitative research comprised 11 PE pre-service teachers enrolled in a general teacher education programme, and the analytical approach involved textual analysis of reflection notes written by the pre-service teachers. The findings highlighted two discourses of inclusion (‘More gender inclusive PE is needed’, and ‘PE practices must embrace diversity’) and two discourses of resistance (‘Resistance to PE transformation’, and ‘Resistance to gender diversity in PE’). Drawing on discourses such as the assertion that education is better suited for girls, the students expressed resistance towards accommodating girls’ need in PE, with the use of interpretive repertoires such as ‘gender differences are natural and inevitable’ or ‘boys need PE because girls do better in other subjects’. Secondly, referring to discursive understandings of a general openness towards gender diversity in society, they exhibited resistance against breaking the gender binary in PE in fear of confusing vulnerable youth. Thus, although the pre-service teachers challenged how gender is reproduced through PE practice, their perspectives remained within a cis-normative frame of reference. We argue that with increased understanding of how pre-service teachers rehearse and reproduce interpretative repertoires in their written assignments, teacher educators are better equipped to help students develop their critical thoughts and arguments.

Examining the Methodological Anatomies of Studies on Teaching English as a Foreign Language from a Techno Pedagogical Perspective

Examining the Methodological Anatomies of Studies on Teaching English as a Foreign Language from a Techno Pedagogical Perspective

Light and Delight: Playful Learning as an Ideology and Methodology in Adult Education

This article, a conceptual and theoretical piece, opens a window on “playful learning” as a philosophy of education and a suite of diverse pedagogical approaches, methods, and techniques. The paper criticizes the serious ambience of adult education with its high levels of instrumentalism and performativity. It argues for playful learning as an ideology and methodology to realize the light (i.e., the true essence) and the delight (i.e., the pleasure) of learning. To this aim, the paper initially provides a feature-based, pedagogical perspective of “play.” Afterward, it defines and defends playful learning, highlighting a wide spectrum of possibilities and affordances within the pedagogy of play. In particular, (digital) game-based learning, gamification, and quest-based learning are touched upon. Additionally, connections are briefly made between playful learning and several teaching paradigms and philosophies in adult education such as student-centered learning, project-based learning, creative pedagogy, positive education, and critical pedagogy. Furthermore, the article puts forth “signature pedagogy” as a theoretical framework to safeguard the implementation of playful learning in adult education. Similarly, the notion of “iplay” (or intelligent play) is introduced to underscore the technological and evolving dimensions of play and playful learning. The paper, finally addresses several areas of concern within “playful adult education.” It touches upon creating a “playful mindset” and “play culture” among educational stakeholders especially teachers and students. Likewise, developing appropriate adult learning “playware” (i.e., playful instructional content) and “playful assessment” are addressed.

Code Switching in Moroccan Nursing Education: Exploring Pedagogical Functions and Professors’ Attitudes

Adopting Code switching (CS) in education still constitutes a topic of controversial debate across multilingual societies. While some consider it a pedagogical tool that helps learners attain academic knowledge comprehensively, others claim that it is regarded as a sign of imperfect control of language. Within the Moroccan context, only a few rigorous studies have approached CS from a pedagogical perspective as this study is the first to explore its use in nursing education. Thus, this paper aims to measure how frequently CS is used, its functional roles, and professors' attitudes towards deploying it in the Higher Institute of Nursing Professions and Technicians of Health (HINPTH). The study deploys a mixed research design where data are collected through a survey questionnaire distributed to 27 professors. For a full understanding, the survey data are paired with a thematic analysis of findings from a previously conducted study with students within the same institute to ease the interpretation of attitudes and experiences voiced by professors. The findings have revealed that the majority of respondents hold positive attitudes toward CS pedagogical functions in understanding content while some warn against its undesirable learning outcomes. Practically, it is recommended that CS should be judicious and purposeful in its use.

King Khalid University EFL Students’ Perspectives on Teaching Professional Ethics: A New Ethical Pedagogical Review

This study was carried out to discover King Khalid University EFL students' perspectives on teaching professional ethics from an ethical and pedagogical perspective. To attain the three objectives of the study, the two authors adopted the descriptive survey method because of its suitability. For collecting data, a 15-item questionnaire was distributed to a purposive, randomly selected sample containing 100 male and female EFL students from various colleges of King Khalid University during the first semester of 2023. The findings of this study showed that both male and female participants had a higher number of positive responses concerning teaching professional ethics for teaching and learning. Moreover, the majority of participating EFL students at King Khalid University had a positive perspective on teaching professional ethics in education. It was also apparent that, in the areas of teaching, training and learning, there are various fields of teaching professional ethics. This is due to the significant impact of academic settings of universities in general and King Khalid University in particular on the future of their university students. Moreover, it is both the fundamental role and primary responsibility of universities to offer education that will make communities more urbane. The results of the present study also indicated that the character of EFL staff members which includes self-esteem, presence of mind, intelligence, and level-headedness, adapting based on the ability to adapt lesson plans based on students’ interests, needs, and preferences are the underlying factors that influenced the participants’ perspectives on teaching professional ethics at King Khalid University.

Music and community in South Tyrol: Perspectives, projects and research

This article deals with the importance of music-making within both instrumental and vocal ensembles in South Tyrol based on the results of two different research projects: ‘Cultura musicale e funzione sociale della musica in Alto Adige’ (‘Music culture and the social function of music in South Tyrol’), by Paolo Somigli and Ilaria Riccioni, and ‘Going to the Source’, carried out by Antonella Coppi. Through a reflection on the two research projects, this article aims to provide an image of the role of music in the South Tyrolean community; although the two research projects were carried out between 2011 and 2019 overall, they are still relevant, as they represent ground-breaking research in this region. The two research projects complement each other in a reciprocal contextualization of issues about the role of non-formal musical ensembles in developing the social and cultural fabric in South Tyrol. The different perspectives and objects of the two studies offer a broader view of music-making, not only from a musicological but also from a sociological and pedagogical perspective.

Comparing the Use of Linguistic Hedging Devices (LHDs) in English and Bahasa Indonesia: Gender and Pedagogical Perspectives

The use of Linguistics Hedging Devices (LHDs) serves a notable function in our daily conversations and thus is thought-provoking to analyze. Although its occurrence tends to be more prominent in spoken communications, the use of this linguistic feature is still frequently apparent in written conversations. Although they do not add much to the proportional content of an utterance, their occurrence remains unique in terms of variations, frequency, and functions across languages. This study examines the use of LHDs by native speakers of English and Bahasa Indonesia in short spontaneous expressions. The data were obtained through Oral Discourse Completion Tasks (ODCTs) involving 40 participants from the two language speakers (20 in English and 20 in Bahasa Indonesia). English respondents expressed their responses in English, while the Indonesian speakers used Bahasa Indonesia in their responses. Each respondent was asked to respond to an apologetic expression from a close friend using a mini-digital tape recording. All responses were transcribed and analyzed, focusing on the number and types of LHDs used by the respondents in their expressions. The results revealed that the two language communities used various LHDs in their responses, mostly intended to show indirectness and reduce threats toward the hearers’ negative faces. English respondents were likely to use these linguistic features more frequently and varied in types than their Indonesian counterparts. A remarkable trend in the study is that Indonesian speakers tended to be more direct in their expressions than their English counterparts, challenging previously reversed claims. Teaching English as a Foreign Language in Indonesia is recommended to introduce various types and uses of these markers and emphasize how they can be used appropriately in authentic contexts.

Educational Experiences of Children and Youths in Foster Care: A Multidimensional Approach

In the context in which school education can be a source of support for the social integration of children and youths in the welfare system, their educational experiences become relevant. This article pinpoints the school experiences of 65 children and youths in the special residential care system in Romania, with references to several numbers of international studies. Educational experiences are described through a multidimensional approach, from a psycho-emotional, pedagogical, and relational perspective. Based on the perspective of institutionalised children and youths, feelings and emotions related to school, perceptions of the educational act and climate, educational needs, as well as relationships with peers or teachers are explored. The research methods used were mixed; we used both the questionnaire-based survey and the interview. The research results suggest that the voices of institutionalised students need to be heard and valued. These are important resources for restoring the right of these children and youths to a fair education.

THE PEDAGOGICAL-PSYCHOLOGICAL ASPECTS OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN INTEGRATIVE EDUCATION

This study examines the pedagogical and psychological implications of integrating artificial intelligence (AI) technologies into education. As AI technologies become more prevalent in educational settings, it is crucial to understand their impact on teaching and learning processes from both pedagogical and psychological perspectives. This paper explores how AI tools influence teaching methods, student engagement, learning outcomes, and the overall educational environment. Additionally, it investigates the psychological effects of AI integration on students, educators, and educational stakeholders. By addressing these aspects, this research aims to provide insights into the effective and ethical utilization of AI technologies in integrative education.

Integrating sustainability into graphic and industrial design education: A fine arts perspective

The integration of sustainability principles into graphic and industrial design education has become increasingly imperative in response to global environmental challenges. This paper explores the incorporation of sustainable practices within design education, particularly from the perspective of fine arts pedagogy. By examining the intersection of sustainability and design education, this study identifies key strategies and methodologies to infuse sustainable principles into the curriculum. Drawing from fine arts perspectives, it delves into the importance of interdisciplinary collaboration, experiential learning, and critical thinking in fostering sustainable design practices among students. Furthermore, the paper investigates the role of design educators in cultivating a mindset of environmental responsibility and ethical design practices. It explores the challenges and opportunities associated with integrating sustainability into traditional design curricula, emphasizing the need for innovative approaches that blend theory with hands-on application. Through case studies and best practices, this research highlights successful initiatives and projects that demonstrate the effective integration of sustainability into graphic and industrial design education. These examples showcase how incorporating sustainability principles not only enhances the ecological footprint of design processes but also promotes social responsibility and cultural awareness. Overall, this paper contributes to the ongoing discourse on sustainability in design education by offering practical insights and recommendations for educators, institutions, and policymakers. It underscores the transformative potential of integrating sustainability into graphic and industrial design education, envisioning a future where designers play a proactive role in shaping a more sustainable and equitable world.