Pedagogical Practices Research Articles

Práctica reflexiva del profesorado en formación de la carrera de Historia, Geografía y Ciencias Sociales de la Pontificia Universidad Católica de Valparaíso

Introduction: The objective of the research is to identify what type of reflection the pre-services teachers in the History, Geography and Social Sciences program at the Pontifical Catholic University of Valparaíso develop at the end of their professional practice, in order to recognize challenges and training opportunities for the promotion of reflective practice. Methodology: Qualitative descriptive research that analyzed the performances of 33 pre-service teachers in their reflection protocol, identifying the type of reflection carried out: descriptive, comparative or critical. Results: The majority pre-service teachers, when evaluating the impact of their teaching, based on their students' learning and reflecting pedagogically, develop a descriptive reflection, to the detriment of a comparative and critical one. When it is requested to analyze the impact of pedagogical practice from the opinions of the students, this is of the comparative type. Discussions: Systematic reflection on educational practice constitutes a possibility for the formation of teaching identity. Conclusions: It is important to understand reflective practice as a key competence of teaching practice, which is consolidated as a space for continuous learning and reflection par excellence due to its approach and experience of teaching work.

DEMOCRATIC EDUCATION: IMPLICATIONS FOR TEACHING WORK

The school curriculum plays a fundamental role in the civic education of students, directly influencing their skills and social values. Through formal education, the curriculum contributes to the development of critical, reflective and participatory skills, necessary for conscious action in society. Civic education involves not only theoretical knowledge, but also the construction of practices and attitudes that promote democratic coexistence and respect for diversity. Thus, education focused on citizenship must consider cultural, ethical and political aspects, promoting the active engagement of students. The general objective of this article is to analyze how the school curriculum contributes to the civic education of students. The specific objectives are: - to identify the pedagogical practices present in the curriculum that foster citizenship; - to verify the presence of content that encourages critical thinking and social participation; - to evaluate the importance of interdisciplinarity in the construction of a civic education. The research problem that guides this study is: In what way does the school curriculum contribute to the civic education of students? The methodology used was bibliographic, based on a literature review of works that address the relationship between school curriculum and citizenship. The results indicate that a curriculum that integrates democratic principles, social values, and practices of mutual respect favors the development of critical and participatory citizens. The discussion reinforces the need for an interdisciplinary approach that takes into account the diversity and multiple realities of students. It is concluded that the school curriculum must be constantly reviewed and adapted to meet social demands and to educate individuals capable of acting ethically and responsibly in society, fully exercising their rights and duties as citizens.

INNOVATIVE HIGH SCHOOL IN MARANHÃO: NEW CHALLENGES FOR TEACHERS

This article is part of the research “Innovative High School Program in Maranhão: training needs of teachers and innovative pedagogical practices in public schools in São Luís”, which is currently being developed at the doctoral level. It deals with the implementation, assumptions and propositions of this Program in the State of Maranhão and its impacts on the continuing education of teachers who work in the aforementioned program. Its objective is to analyze the implementation of the Program in question based on official data and documents, having as a guiding axis the multiple determinations of the socioeconomic context of contemporary society, which has required complex educational demands on schools that have been impacting the continuing education of teachers through educational policies and programs implemented by government spheres. Thus, the educational reality of Brazilian and Maranhão high school is discussed, taking as a reference for analysis mainly the results of the Basic Education Development Index – IDEB and the official documents that establish educational policies and programs as a mechanism for improving the quality of education, which require reflection and redirection of the policies for continuing education of teachers, specifically in high school. It is concluded that even with the implementation of this Program in more than 100 municipalities in Maranhão, it was still not possible to achieve better results as in IDEB and the continued training of teachers for this level of education remains under discussion due to its complexity.

THE SOCIOGENESIS OF RACISM AND ETHNIC-RACIAL RELATIONS IN SCHOOL: A CRITICAL VIEW

This study addresses the sociogenesis of racism in Brazil, examining its manifestation in the school environment and the challenges of developing pedagogical practices capable of mitigating this exclusionary culture and its violence. Based on a current, historical, and theoretical contextualization, the study seeks to investigate how racism manifests itself in education and what its consequences are in everyday school life, analyzing how prejudice, discrimination, and the devaluation of black and indigenous cultures and subjectivities impact students' learning processes. It is concluded that racism is prominent in Brazilian society and its consequences affect education, with impacts on school dropout rates, student performance, and social inclusion.

Cultivating creative minds: Integrating imagination and innovation in primary school piano instruction

This study aims to show how creativity and imagination can be integrated into primary school instruction to foster creative musical minds. A mixed method was employed, examining the impact of various pedagogical practices, instructor experience, and cultural differences on students’ creative music-making abilities, focusing on improvisation and composition. Participants included primary school students, piano teachers, and parents from diverse Chinese ethnic backgrounds. The study found that innovative approaches emphasizing creative and experiential learning significantly enhanced students’ ability to structure and optimize music, compared to conventional methods. The cultural context and the teacher’s expertise were also identified as critical factors in fostering students’ creative musical development. Integrating creativity into music education is essential for primary school students. A learning environment that encourages experimentation, self-expression, and discovery plays a vital role in developing students’ creative potential. Music educators should consider adopting teaching methods that prioritize creativity and imagination tailored to the cultural context and the teacher’s expertise to better cultivate creative musical talents in young learners.

THE IMPACT OF LANGUAGE IDEOLOGY ON ACADEMIC ACHIEVEMENT CONSIDERING BENGALI LANGUAGE CLASSROOM USERS, AND OTHERS USING THE ENGLISH LANGUAGE IN SOUTHEAST ASIA, WHICH IS A BARRIER TO LEARNING

This paper determines and analyses the problems faced by Bengali Medium students, and how Bengali medium students are treated negatively and thus affect their outcomes, at university. This research paper has been made based on secondary and primary data which the researcher analyzes and graphical representation. The researcher structured a survey questionnaire on a sample size 30. The researcher focused on the actual problems that are being faced by Bengali medium students at university. Also, the researcher tried to find out why Bengali medium students were treated negatively by many faculty members and tried to find out whether these problems are affecting the student’s achievement or not; the researcher also tried to take some suggestions from the students about how can we reduce the problems. A mixed-method approach was considered in writing this paper. With the use of a Likert scale for collecting the primary data from the students was collected. After analyzing these data, the researcher focused on collecting secondary data. Secondary data were collected from different sources i.e. online journals, online articles, and some web pages. KEYWORDS: pedagogical practices, language proficiency, multilingualism, linguistic identity, language barriers

Educação Inclusiva e Comportamento no Transtorno do Espectro Autista: Desafios e Estratégias de Intervenção para a Promoção do Desenvolvimento Escolar

Inclusive education aims to provide an accessible learning environment for all, including students with Autism Spectrum Disorder (ASD). This study investigates the main challenges faced by schools in the inclusion of students with ASD and presents pedagogical and behavioral intervention strategies that promote their academic and social development. Among the challenges identified, difficulties in communication, socialization, and adaptation to school routines stand out. Inclusive pedagogical practices, such as the use of Augmentative and Alternative Communication (AAC) and structured teaching, have proven to be effective in overcoming these barriers. In addition, the support of a multidisciplinary team, composed of psychologists, speech therapists, and occupational therapists, is essential to ensure that students with ASD receive the necessary support for their full academic and emotional development. This study reinforces the importance of ongoing teacher training and collaboration between schools, families, and health professionals in the inclusion process.

Implementation of Early Language, Literacy and Numeracy (ELLN) Program: Through the Lens of the Supervisors

The qualitative – case study aimed to unveil the supportive leadership practices of supervisors in the implementation of Early Language, Literacy, and Numeracy (ELLN) in terms of fostering learner-centered pedagogical practices; providing conducive learning environment; ensuring a balanced curriculum; capacity building; fostering multi-cultural awareness; and building connections, anchored on DepEd vision, mission and core values. There were five (5) supervisors who participated in the study. Of the five (5), three (3) were Education Program Supervisors and two (2) were Public Schools District Supervisors. As to the supportive leadership of supervisors in terms of fostering learner-centered pedagogical practices, four (4) themes emerged: advocating developmentally appropriate techniques; conducting trainings; doing monitoring and evaluation; and encouraging coaching and mentoring. As to providing conducive learning environment, two (2) themes emerged: providing instructional materials; and ensuring an enabling environment. In terms of ensuring a balanced curriculum, two (2) themes emerged: adhering to standards; and contextualizing the curriculum. As to capacity building, one (1) theme emerged, which was conducting professional development activities. In terms of fostering multi-cultural awareness, one (1) theme emerged, which was promoting inclusive education. In terms of building connections, one (1) theme emerged, which was advocating stakeholder engagement. The DepEd vision, mission and core values served as guide to the supervisors.

Health literacy & somatic education: a salutogenic self-resource critical health intervention

Abstract Issue Non-communicable diseases (NCDs), such as musculoskeletal conditions, cause severe functional limitations. Therapeutic practices in this field have employed a theoretical-practical framework with a pathogenic and mechanistic bias. However, the causes of these NCD’s are also related to biopsychosocial factors. Therefore, a critical theoretical-practical approach, such as Somatic Education, becomes relevant as it introduces a subjective experience to an educational praxis, modifying the meaning processes in human movement experience in a complimentary approach to the pathogenic perspective. Description of the problem There is a perceptual poverty in movement experience, which dissociates doing from feeling. Somatic practices aim to foster movement awareness (perception) and autonomy (self-regulation), placing the individual as a valuable resource, strengthening the capacity for understanding, reflection and habitus change. This presentation will focus on the following research questions: Can Somatic Education, as a critical intervention of the body, contribute to increased levels of health literacy? Can somatic practices contribute to sustainable health development? Is it possible to create a new meaningful process in human movement experience through this practice incrementing its salutogenic emphasis? Results/Effects Somatic practices foster integrative approaches of health, promoting subjective bodily experience (interface between doing, thinking and feeling). Integrative progress can urge the embodiment of health literacy, encouraging more active and awareness of individuals related to their well-being, contributing to sustainable health development. Moreover, subjective bodily experience transforms the process of meaning in movement experience. Lessons Somatic practices enhance NCDs prevention and education, increasing health literacy rates through innovative conceptual foundations.

Evolutionary Pedagogy: Evolutionary Foundations of Certain Pedagogical Practices and Their Implications in Teaching Processes

Human evolution is the result of highly complex biological, psychological and cultural changes over millions of years. This process can be traced back to the evolution of modern humans, thanks to the ability of human ancestors to adapt to environmental conditions. The evolutionary process involves the development not only of physical characteristics, but also of mental capacities and social structures. It is therefore a natural consequence that evolution has fundamentally influenced human cultural and psychological traits. The main reason for the emergence of fields such as evolutionary psychology and evolutionary psychiatry in the light of recent studies is the search for the contributions of evolutionary processes to such fields. Evolutionary pedagogy is basically the result of such a search. It was shaped as a result of the search for the reflections of psychological and cultural situations affected by evolutionary processes on pedagogy. Therefore, evolutionary pedagogy is a synthesis and it seeks to explain how many pedagogical practices may have been shaped in the evolutionary process. To this end, it draws heavily on evolutionary psychology and directly on human biological evolution. Such a quest for grounding predicts that a more beneficial process can be realized in the teaching-learning process by reproducing evolutionary situations in the classroom environment. In other words, the learning process can become more effective if teachers use the features compatible with evolutionary processes in their teaching techniques, classroom management, and the development of skills for learning to learn, and if they include them in the classroom environment. This is the main starting point of the study. Throughout the study, some examples of the pedagogical practices in which can manifest itself are emphasized. In addition to the explanations and examples given in the study, other researchers may associate different pedagogical practices with evolutionary processes. Therefore, evolutionary pedagogy is not only a new field but also a field that is open to the interest of researchers as a field open to development.

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

Analysis of Mathematics Performance Trends in Certificate of Secondary Education Examination, Tanzania, from 2015–2022: A projection for eight years

Mathematics is essential to life as everyone uses mathematical concepts daily. Many countries have advanced in science and technology by investing in mathematics. This study aimed to determine the trend of students who sat for the Certificate of Secondary Education Examination (CSEE) in mathematics from 2015 to 2022; analyse performance trends in mathematics during this period, examine mathematics failure rate trends, and project pass rates in mathematics for the next eight years, from 2023 to 2030. This study employed a quantitative research approach and an ex-post facto research design. Participants were 4,459,009 students who sat for CSEE from 2015–2022. Analysis from the Statistical Package for Social Sciences version 26.0 revealed a consistent rise in student enrollment, with 136,481 more students by 2022. The pass rate was low, as the maximum was 20.12%, while failure rates consistently exceeded 78%. The findings indicated further that the pass rates would remain low from 2023 to 2030. The study recommends reviewing secondary school mathematics curriculum, increasing teaching and learning materials, providing regular in-service training in innovative pedagogical practices and assessment, and hiring more mathematics teachers in secondary schools.

Academic development for tomorrow? Claiming a clearer role for university pedagogy through a holistic framework

ABSTRACT The aim of this theoretically oriented article is to promote the educational role and purpose of academic development in higher education by suggesting a holistic framework and theoretical articulation for university pedagogy. By discussing links between university pedagogy, academic development, and broader views of university education, our framework clarifies the concept of university pedagogy in the Nordic countries. The framework encompasses four themes: (1) the relationship between educational theory and pedagogical practice; (2) the interplay between knowledge and the curriculum; (3) the university as an organization and social institution; and (4) the agency in and of academic communities. We argue that university pedagogy operating within this framework has the potential to strengthen the scholarly foundations of the development of university education. The framework can enhance critical public discourse on the purpose of university education.

Exploring and crossing boundaries in education – tinkering as an approach to breaching children’s formal and informal learning processes

This article explores the integration of tinkering as an approach to learning and teaching in the context of two Danish public schools. Tinkering, traditionally associated with informal learning, is examined for its potential to widen participation, and align with informal learning processes within a formal educational setting. The study, part of the larger Tech&Play project, investigates the characteristics of tinkering in formal learning settings and examines the roles of children and teachers in tinkering processes. The article introduces the Positioning Wheel, a reflection tool, to understand the roles and positions of children and teachers in experimental learning practices. It combines this with the Facilitation Field Guide developed by the Tinkering Studio to create a pedagogical and didactical framework. The findings indicate that tinkering encourages diverse participation and engagement, particularly in cross-curricular and thematic approaches. However, challenges arise in sustaining the tinkering approach within longer lesson plans and subject-specific contexts. The study suggests that while tinkering enhances motivation and flexibility in formal learning, further experiments are needed to fully explore its potential within the formal education system. The Positioning Wheel proves useful in analyzing the positioning of learners, emphasizing the importance of dynamic roles in pedagogical practices.

Transmission capabilities of SoulCollage in socio-pedagogical practice

Introduction. Artistic pedagogical technologies are widely used in pedagogical practice. However, a new technique, SoulCollage, is just beginning to be used in our country, and has not yet been reflected in Russian scientific publications. Scientific research devoted to SoulCollage and its use in practice has been published abroad since 2010.Purpose setting. The problem of the research is to find an answer to the question: does SoulCollage have transmission when used to form a positive mood? The purpose of the study is to search for manifestations of the property of transmission in the artistic pedagogical practice of collaging, using the example of SoulCollage. By transmission we mean a change in psychological state in response to a directed influence. The hypothesis of the study is the assumption that SoulCollage can be used as a socio-pedagogical practice when influencing the psychological state of a child in order to form a positive attitude (according to A. S. Makarenko).Methodology and methods of the study. The research methods were theoretical analysis, SoulCollage practice and pedagogical observation. Five educational practices on working with SoulCollage were conducted with students of Omsk State Pedagogical University aged 18 to 24 years. 54 people participated in the study.Results. The article reveals the historical origins of the development of SoulCollage and the technology of its application. The structure of the deck in Soul Collaging is described, which consists of deck suits: committee cards (psychological dimension), council cards (archetypal dimension), companion cards (consisting of animal guides that live in the chakras), community cards (social dimension). The technology for using SoulCollage in social and pedagogical practice is presented. Conclusions. The observation results showed that participants in social and pedagogical practice exhibit positive charge, they demonstrate increased interest in self-knowledge. The effects of socio-pedagogical practice are expressed interest: in SoulCollage cards, in participants in socio-pedagogical practice, in the study of Eastern philosophy and Jungian archetypes.

Enhancing dance education through convolutional neural networks and blended learning

This article explores the evolving landscape of dance teaching, acknowledging the transformative impact of the internet and technology. With the emergence of online platforms, dance education is no longer confined to physical classrooms but can extend to virtual spaces, facilitating a more flexible and accessible learning experience. Blended learning, integrating traditional offline methods and online resources, offers a versatile approach that transcends geographical and temporal constraints. The article highlights the utilization of the dual-wing harmonium (DWH) multi-view metric learning (MVML) algorithm for facial emotion recognition, enhancing the assessment of students’ emotional expression in dance performances. Moreover, the integration of motion capture technology with convolutional neural networks (CNNs) facilitates a precise analysis of students’ dance movements, offering detailed feedback and recommendations for improvement. A holistic assessment of students’ performance is attained by combining the evaluation of emotional expression with the analysis of dance movements. Experimental findings support the efficacy of this approach, demonstrating high recognition accuracy and offering valuable insights into the effectiveness of dance teaching. By embracing technological advancements, this method introduces novel ideas and methodologies for objective evaluation in dance education, paving the way for enhanced learning outcomes and pedagogical practices in the future.

Try Yourself!

Abstract In 1928, a handbook on natural history collecting was published as part of a series of popular books on scientific experimentation. The “Försök själv” series addressed young people and positioned itself deliberately between textbooks and popular science publications. In this paper, I examine how collecting was recast as experiment in the context of the “Försök själv” series. It is situated in the intersection between the history of scientific publication and the history of collecting as pedagogical practice. It highlights a moment in science pedagogy when the rationales and practices of collecting were changing. It draws attention to the role of handbooks between teachers and objects, and between field, class-room, and laboratory. As publications, the “Försök själv” books straddle the boundary between textbooks and popular science. As handbooks they draw together books, things, and practices.

Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia

Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers’ education. The study answered the central research question “What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?” Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees’ performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher’s direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional sates into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees’ professional and pedagogical development practices to improve quality of pre-service teacher education.

Syncopation Struggles: Decoding Rhythmic Challenges in Ghanaian Arts Music

This study explored the vital role of rhythm in Ghanaian arts and music, focusing on its significance for cultural preservation and education amid globalization challenges. Using a qualitative methodology grounded in Ethnomusicology, the research examined how traditional rhythms are taught and interpreted, with particular emphasis on the role of choir directors. The findings indicate that current interpretive methods may not adequately preserve the authenticity of these rhythms, affecting educational and cultural transmission. The study recommends developing more precise interpretation techniques and an interdisciplinary approach in music education to improve the understanding and preservation of the cultural heritage of Ghana. This research contributes to scholarship by highlighting the cognitive and social dynamics in music education and stressing the urgency of safeguarding cultural authenticity in traditional Ghanaian music practices. Its implications extend beyond academic circles, influencing pedagogical practices in music education worldwide. Keywords: Ethnomusicology of Ghanaian Arts Music, Rhythm Interpretation, Cultural Heritage Preservation, Music Education, Cognitive Processes in Music

Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic Coherence

Abstract This study aims to identify and comprehend the factors and pedagogical practices that facilitate or hinder the inclusion of students with disabilities in physical education classes at school, considering micro and macrosystemic levels. The methodology employed in this study was a case study approach, using an interpretative phenomenological analysis to construct thematic categories of analysis. These categories include: 1.Flexibility of the physical education teacher’s practices and strategies, 2. Teacher training, 3. Inclusive spaces and infrastructure, 4. Involvement of the educational community. The various data collection tools (interviews, focus groups and observations) allowed to portray and illuminate each of the topics of analysis and the contextual differences of the three schools analyzed. The findings demonstrate that inclusive strategies must be coherent and systemic in accordance with the contexts. However, it is possible to highlight inclusive strategies that reveal the importance of teacher commitment, the interconnected work between teachers and school management, the use of expeditious communication channels within the educational community and with governmental levels, the use of implements related to the practice of physical education and the use of the teacher’s voice as the primary agent for the implementation of inclusive learning strategies.