Pedagogical Perspective Research Articles

Virtual Learning Environments as an Assessment Tool in Covid-19 Pandemic

Increasingly, the methods of measurement and evaluation in distance education applications have been discussed in light of the pandemic. In this study, the use of virtual learning environments in higher education as an assessment tool has been examined. The chosen platform for this purpose was the UKEY (Uludağ University Institutional, Educational, and Research Activities Governance System) virtual learning platform. During the 2019-2020 academic year, when the pandemic had a significant impact, online open-ended questions were posed to 46 academics who used the UKEY platform. The preparation of open-ended questions was based on the Unified Theory of Acceptance and Use of Technology-2 (UTAUT-2). Research was designed as a case study, and the collected data was subjected to descriptive analysis. Member checking method was utilized, and how the themes were interpreted was reviewed through semi-structured interviews with five participants. According to the results of the study, the behavioral intentions of the participants towards using the UKEY platform varied. It was found that the platform partially met performance expectations but required considerable effort. Facilitating conditions had a positive impact on users, and in the context of social influence, student behaviors significantly affected the academics. UKEY had not yet become a habit, and these variables were found to have a significant impact on usage intention. The results of the study were discussed within the framework of concepts such as online anonymity, the integration of technology with a pedagogical perspective, and the need for a paradigm change in education.

GENDER AND POWER IN ITALIAN AS A FOREIGN LANGUAGE TEXTBOOKS: A DIACHRONIC PERSPECTIVE

This paper analyses, from the perspective of critical discourse analysis and critical pedagogy, the representation of gender hierarchy in two representative Italian as a foreign language textbooks, published between 2002 and 2019. The aim is to examine whether asymmetric power relations are reproduced or reversed through the representation of professions attributed to male and female characters, in order to obtain meaningful data about the approach adopted by the authors and publishing houses. Specifically, we aim to determine whether a progressive and egalitarian tendency in the perception and representation of women and men in the professional sphere can be identified. The analysis reveals significant differences in the approach adopted in the two textbooks and consequently in how gender hierarchies and roles in the professional sphere are constructed. Due to the absence of a gender-sensitive approach, the Qui Italia textbook reproduces and naturalises asymmetric power relations between women and men in the professional sphere. In contrast, the Dieci A1 textbook emerges as an educational material that challenges traditional gender roles in the professional sphere and offers alternative and egalitarian models. The results suggest that progressive trends regarding gender equality in educational materials have evolved over time and that a gender approach is increasingly implemented and valued.

Edukacja dla bezpieczeństwa jako narzędzie wychowania patriotycznego

The aim of the article is an attempt to refer to the role of education for security in the process of patriotic education. Nowadays, both in Poland and in the world, there is a tendency to more and more often refer to patriotic symbols and shape patriotic identity. It is therefore worth looking at how patriotic education is shaped today from the perspective of security pedagogy and education for security. How is patriotism defined?

Positionality of Critical Thinking in English Language Classroom: A Postmethod Analysis

This paper aims at identifying the state of possibility in English language classroom because English language classroom only emphasizes the four skills of language, but critical skills of students has not been prioritized. This study purposively selected six participants from three schools in Rupandehi district and collected the required data from the semi-structured interview. Thematic qualitative data analysis was used to explore the existing situation of possibility from the perspective of postmethod and critical pedagogy. Many research revealed about the state of other four language skills; however no research has still depicted the scenario of critical thinking prevailing in English language classroom. It revealed that the possibility has not been conceptualized because of insufficient content and conventional practices of teaching. Similarly, participants engaged in the study reflected that critical and sociocultural awareness are indispensable in the language classroom because language is a medium of negotiation of their views on several aspects of society. These perspectives from both the teachers and students pave the way for the integration of sociocultural issues in their pedagogical practices and the revitalization of teaching-learning modules in the classroom. Finally, it concluded that the development of sociocultural awareness alongside the enhancement of critical thinking among learners is indispensable in English language classroom.

Exploring the Philosophy of Happiness and the Good Life in Hinduism: Insights from Indian Scriptures

Abstract: Inclusive defines democracy in the education system, where everyone, regardless of disability, have equal opportunity in school and society. This is the new approach towards providing education to normal and disable children together under one roof or same school .As NEP 2020 and the Rights of person with disabilities (RPwD ),Act 2016 emphasis on inclusive education along with adaptation of digital technology , restructuring of curriculum and pedagogical perspective to create awareness towards inclusive and equitable society. The COVID-19 pandemic has proliferated the drive from basic to online and digital education around the world. This has provided new opportunities to all the learners from various backgrounds, However, this technology driven revolution has also alleviated the disparities in educational opportunities and outcomes This abstract explores the dynamic interaction of online and digital learning in an inclusive environment, highlighting how crucial it is to guarantee fair access to technology for the learners of all ages. Digital platforms must be built using universal design principles to make them universally accessible and to remove any obstacles that can prevent participation and help in providing individuals independence. In inclusive education setup, facilitators and educators can take advantage of the adaptability of digital tools to provide various forms of individualised instructions and evaluations. These tools aids students in their individual educational paths and accommodates a variety of learning characteristics. However, rigorous planning must go into how to modify and create online resources that are both inclusive and successful in addressing a variety of learning requirements. Indian Cultural and social diversity is a foundation of inclusive education, fostering understanding and respect among learners from various backgrounds. Integrating digital tools into this context offers a platform to showcase diverse cultural perspectives and foster cross-cultural collaboration. The most important challenge is the lack of social presence, which severely affects student motivation and participation. This is particularly urgent for underserved students, to ensure equitable use of technology, educators ensure culturally relevant content, which enriches the educational experience and also corroborate students' identities and their contribution. A essential component of successfully blend of technology and inclusiveness is educators’ professional development. In order for teachers to become qualified and capable, a proper professional development plan for educators must be prepared. While online and digital learning provides new potential, they also come with barriers for an inclusive education system. The digital divide continues to be a major obstacle, especially for disadvantaged populations. To bridge this gap, anticipatory steps must be taken to ensure that all students have equitable access to technology, internet and the resources they need to participate fully in online learning settings. This abstract depicts how the synergy between online and digital education and inclusive principles holds tremendous promise for transforming education into a space where every learner can thrive. Ensuring equitable use of technology within an inclusive education setup requires strategic efforts in areas such as accessibility, personalized instruction, cultural responsiveness, and professional development. This paper also proposes guidelines that help teachers make their online, hybrid or blended courses more inclusive.

PHOTOGRAPHY IN THE PRACTICE OF CONTEMPORARY PAINTING. A PEDAGOGICAL PERSPECTIVE.

Photography in the Practice of Contemporary Painting. A Pedagogical Perspective. Photography is a technological medium that suffers continuous evolution. From its earliest developments to the various types of recent printing, the photographic image has become an avatar of the world. Since images are irreversibly intertwined with human activity, their usage becomes an increasingly frequent practice in the area of traditional creative techniques. This article discusses some examples of this usage in the context of contemporary painting studios in higher education. Photography is accessed by young students and the foray into photographic documentation is now an inevitable tool. The way students use it as an intermediary can be disruptive to their learning process, as long as the role of photography in painting practice is not fully comprehended. There are different ways of integrating photography into the practice of contemporary painting. The present article addresses conceptual aspects, presents several particular situations and launches some perspectives for better understanding these practices. Photography is a tool, not an end, but what happens when these terms juxtapose or are taken for granted? What kind of painting results out of the practical process “contaminated” by photography? However, if technology is properly and timely integrated in the practice of painting, one can no longer talk about a “contamination”, but rather about a conscious process able to generate quality painting. Keywords: painting, photography, hyper-realism, photorealism, contemporary art, art teaching, art pedagogy, art courses, artist, contemporary painters

Physical education by competencies in the South American context: Pedagogical perspectives and curricular approaches for the integral development of children

Physical education by competencies in the South American context: Pedagogical perspectives and curricular approaches for the integral development of children

Classroom interaction in an online context: A translanguaging informed conversation analysis perspective

This study aims to investigate the mode-divergent practices of pre-service teachers in an online context. Firstly, 16 h of classroom interaction is analyzed via Conversation Analysis utilizing the Classroom Interactional Competence framework. Then, the translanguaging pedagogy perspective complements this analysis by focusing on linguistic, social, and psychological aspects. The conversation-analytical findings demonstrate the failures in constructive alignment, and an inordinate amount of wasted time with no satisfying results has been observed. It is shown that translanguaging pedagogy may support the creative, critical, and strategic utilization of bilingual students' entire repertoires in classroom practices. Overall, the analysis demonstrates how translanguaging pedagogies can inform mode-divergent practices in classrooms by which teachers’ interactional competence may be improved.

Teachers’ Collaborative Reflections on Classroom Materials: From Traditional Consumers to Digital Materials Developers and Teacherpreneurs

L2 teachers, no longer considered to be predominantly passive coursebook consumers, act as mediators between pedagogy and materials in the current era of technology-assisted language instruction and should be empowered to digitalize language learning materials to meet the immediate needs of the digital generation. In this study, we aimed to investigate L2 teachers’ collaborative reflections on the current gaps in their classroom coursebook that could be bridged by the purposeful use of digital tools and address their attitudes towards their changing roles as digital materials developers. The findings demonstrated that, in their critical reflections, from a pedagogical perspective, the teachers pinpointed the dominance of passive language usage, the absence of personalized strategy-based instruction, and the lack of interactive content in the coursebook. From a task design perspective, they referred to the dominance of edutainment-free tasks, the prevalence of artificial peer tasks, the lack of multimodal scenario-based tasks, and the absence of adaptive feedback. The teachers further highlighted their shifting roles. As digital materials developers, they could create digital content for the “digital natives,” make digital mini-lessons for classrooms, attend project-based training courses, and co-produce digital content and tasks with students’ assistance. As digital teacherpreneurs, they could run private social media-based businesses, join Edu-Tech co-working spaces, and produce digital artifacts in edutainment centers. As digital materials designers, they could collaborate with computer-assisted language learning (CALL) stakeholders and do interdisciplinary projects in virtual communities. This study promises implications for L2 teachers, teacher educators, and materials developers.

Researching Language Teacher Identity Towards Critical Pedagogy

The landscape of teacher education has recently experienced a significant transformation, shifting away from conventional constructivist methodologies towards more socio-culturally grounded and critical pedagogical approaches. This shift underscores the growing importance of exploring language teacher identity and underscores the imperative for in-depth research into its construction within teacher education programs. This evolution is vital not only to enable language educators to gain deeper insights into their students' ideologies but also to facilitate their understanding and cultivation of their own professional identities. Within the framework of critical pedagogy, pivotal concepts such as power, identity, and agency empower language instructors with the tools necessary to actively shape their own identities and effectively challenge the language ideologies held by their students. Consequently, it is essential to investigate how socio-cultural and political contexts influence the identities of language educators and how these educators can proactively mold their identities to meet the diverse needs of their students. Throughout this study, critical pedagogy serves as a lens for evaluating teacher education programs, highlighting how their incorporation can enhance the educational landscape. In light of the dynamic nature of education, particularly in evolving contexts, a critical language pedagogy perspective necessitates further research into the identity of language teachers within the field. This aligns with the assertion made by Kubota (2017), emphasizing the imperative of additional research concerning the identity of language teachers within the realm of critical language pedagogy.

Metabolic Mentorship

In this editorial, we propose metabolic mentorship as an umbrella term, which includes all activities that are undertaken inorder to achieve and maintain metabolic health. Metabolic mentorship includes not only conventional medical prescription,but also education, counseling and support for effective self-management. Metabolic mentorship facilitates value-addedtherapy (VAT), i.e, the nonpharmacological and pharmacological interventions that help ensure optimal therapeutic outcomes.From a pedagogic perspective, metabolic mentorship implies the learning that health care professionals can gain by interactingand sharing experiences with each other. We suggest that endocrinologists take the responsibility of spearheading metabolicmentorship within, and beyond, the health care sciences

Techno-Rationalism and Higher Educational Law: Examining Legal Frameworks in Southern African Universities from a Freirean Critical Pedagogy Perspective

This conceptual article explores the profound impact of techno-rationalism on educational law in Southern African universities. It also examines the influence of techno-rationalism on equity, social justice and academic freedom within higher education in the digital era. The article critically analyses the reshaping of educational law in Southern Africa by considering technological advancements, economic forces, affective factors and socio-cultural dynamics. It aims to investigate whether the implementation of techno-rationalist discourses hinders social justice aspirations in universities. Additionally, the article explores how pervasive neoliberalism and market-driven logic are at universities, questioning whether these practices overshadow the institution’s core objectives and commitment to social justice. The article envisions possibilities for reconceptualising the university in the era of techno-rationalism through the critical pedagogy theory. This theory is relevant to this work because it promotes an emancipatory theoretical framework that challenges learning environments, especially higher education institutions, where people might be politically, socially and economically disempowered. It also calls for a holistic approach to knowledge, curriculum and pedagogy that recognises the university’s embeddedness in a broader ecological and socio-cultural context. Through this exploration, the article contributes to the scholarly discourse on the decolonisation of universities and seeks to inspire new lines of enquiry addressing inequality and the pursuit of social justice in Southern African higher education institutions.

Post-pandemic education: hospitality program revisit

ABSTRACT Inadequate understanding of how hospitality education should be approached indicates that learners may face difficulties adapting to future workplaces in the post-pandemic era. This study investigates perspectives on the need for hospitality programme revamps in order to meet post-pandemic requirements, with a focus on programme perceptions, career requirements shifting, and curriculum improvements. A purposive sampling technique was employed to select a cohort of 26 participants, which included individuals representing pivotal stakeholders, including students, academic professionals, and industry experts. Subsequently, interviews were conducted with these participants, and the resultant transcripts underwent thematic analysis. This analytical process was undertaken with the aim of evaluating the strengths and weaknesses of the existing program, while also identifying areas for potential improvement. This study’s findings indicate that personal factors, environmental influences, and learner behavior significantly shape learners’ perceptions and expectations of the university’s hospitality program in post-pandemic era. Furthermore, the study also highlights the limitations of online teaching, emphasizing the importance of physical engagement, particularly in the development of soft skills. Hence, future hospitality programs contemplating online teaching integration should carefully consider curriculum offerings and instructional pedagogy, suggesting that program administrators should approach revamping not only through subject additions or removals but also from a strategic pedagogical perspective considering both post-pandemic industrial demand and graduates’ career development processes.

The Role and Strategies of Teaching Interaction in the Development of Primary School Mathematics Teachers

With the deepening of educational reforms, the teaching model in primary school mathematics education is undergoing transformation, with increasing attention to teaching interaction. Teaching interaction, as a student-centered teaching approach, not only sparks students' interest in learning but also helps teachers better understand students' learning needs. This paper begins by defining teaching interaction and exploring its characteristics and classifications. Subsequently, it delves into the multifaceted roles of teaching interaction in the development of primary school mathematics teachers, such as promoting teachers’ professional growth, enhancing teaching effectiveness, and broadening teachers' pedagogical perspectives. Additionally, this paper conducts a case analysis to examine the practical applications of teaching interaction and the challenges it entails. Finally, the study summarizes the core values, multiple roles, challenges, and future development trends of instructional interaction, emphasizing its significance in the development of primary school mathematics teachers.

Skolan som försöksverkstad: Spridning av kunskap och erfarenhet av försökundervisning i svenska pedagogiska tidskrifter 1920–1960

School as an Experimental Workshop: Dissemination of Knowledge and Experience from Experimental Teaching in Swedish Pedagogical Journals, 1920–1960. The purpose of the article is to look at how knowledge about experimental teaching was disseminated through educational journals 1920–1960. Throughout the period, there was an interest from teachers and schools to experiment with new ways of teaching. Educational journals had an important role here to spread knowledge from these experiences. During the interwar period, it was mainly teachers who acted as brokers and shared knowledge of their experiences from experimental teaching. The knowledge shared was often a mix of teachers’ experiences and pedagogical perspectives. During the 1950s, other brokers took up more space, such as researchers and school mangers. Although the journals shared pedagogical perspectives from different countries, rarely individual countries came into focus. Often here too it was a combination of perspectives that are presented via the articles on experimental teaching.

Teachers’ vocational fit - implications for the teacher-student relationship from the perspective of hermeneutic pedagogy

Teachers’ vocational fit - implications for the teacher-student relationship from the perspective of hermeneutic pedagogy

Evaluating the Saudi EFL Teachers’ Perceptions of Concept Mapping Instruction: A Pedagogical Perspective

Evaluating the Saudi EFL Teachers’ Perceptions of Concept Mapping Instruction: A Pedagogical Perspective

Linguistic analysis of teacher trainees’ reflective journals

Since the year 2000, there has been an increasingly noteworthy emphasis on fostering reflective thinking among teacher trainees in Hungary as well. One instrumental approach for enhancing reflective thinking is through the use of reflective journals. These reflective journals encompass idiomatic representations of metacognitive processes that not only ponder over actions but also consider linguistic usage. Metacognitive-reflexive procedures and facets of metapragmatic awareness become linguistically explicit within the confines of reflective journals. The research inquiries in this study are as follows: how can we ascertain the reflective nature of examined texts, how can sentences in the journals be linked to various levels of reflectivity, and what types of linguistic components serve as illustrative markers of reflexive discourse. The present investigation scrutinises the reflective journals of 20 university students from a pedagogical and functional cognitive pragmatics perspective, employing both quantitative and qualitative methods for content and text analysis. Identifying linguistic elements that convey reflexivity has the potential to heighten the consciousness of teacher trainees regarding their use of reflexive language and deepen their reflective thinking processes.

Constructing the “home-side” of a scientific legacy: Mary Everest Boole, pedagogy, and domesticity

The Victorian writer Mary Everest Boole (1832–1916) developed an idiosyncratic pedagogical treatment of arithmetic, algebra, and logic. Her pedagogy favored active, child-directed learning, and is now generally admired as ahead of its time, though it must be deciphered through fairly eccentric delivery. A recurring theme in Mrs. Boole’s prolific writing is the misunderstood legacy of her late husband, the renowned mathematician and logician George Boole (1815–1864). As existing literature has shown, she worked to promote a morally and religiously charged understanding of his work. More fundamentally, she presented an all-encompassing pedagogical perspective on Mr. Boole’s life and work. Across her voluminous publications, Mrs. Boole filtered everything—mathematics, logic, religion, morality, and homelife—through the lens of pedagogy. She used this expansive conception of teaching to span the gulf between professional and domestic work, thereby claiming a privileged domestic perspective on her husband’s intellectual output and enlisting his legacy as a resource for her own writing. The Booles’ entangled careers show how particular ways of practicing domesticity could shape and be shaped by mathematical identities and ideas.

Children of Return Migrants in a Polish School. Linguistic and (Inter)cultural Challenges

Abstract Return migrations are a special type of migration experience. Children from migrant families returning to their home country face many challenges when they start their education in a new education system, which often also concern foreign students. The aim of the article is to present the functioning of children from families of return migrants in Polish schools in terms of linguistic and (inter)cultural challenges, especially important during the first period of adaptation to the new school environment. The text is theoretical in nature and is based on the analysis of the available literature on the subject. The two types of challenges required to focus on the linguistic perspective, especially the glottodidactic one, and the pedagogical perspective based on the approach and research in the field of intercultural pedagogy. The analysis will allow to formulate conclusions important for the educational practice of children from families of return migrants, taking into account the specificity of this group.