Pedagogical Practices Research Articles

How action learning broke down silos, built referent power, and created sustainable capability building

This paper presents a case study of how technology support moved from being a just in time (JIT) help service to developing capability and capacity building through a process of building digital self-efficacy (DSE). By active membership of the UNSW Online Learning and Innovation Community of Practice (OLI CoP) a process of action learning cycles was undertaken in partnership to focus on pedagogy ahead of technology. By doing so, a scalable change process was initiated that brings the coalition of the willing into being core university influencers. As a result, the academics see technology become embedded into their pedagogical practice rather than a tool alone. This case provides insights from the key learnings which have, in turn, enabled a new model of technology support delivery. This model has also provided career growth opportunities for both academics and the educational technology services (ETS) team, while also supporting student learning.

Reciprocal Teaching in tech with struggling university readers

Reading comprehension is a skill that is crucial in everyday life, as it allows people to read critically and understand the various texts they encounter. Reading comprehension is not a skill that is actively taught or improved upon in most Western countries, despite its relative importance to everyday life. As a result, university readers struggle with comprehension skills, which can impact their employment prospects. The present study explores the initial implementation of a potential solution to this issue. This study will focus on Phase 1 of a larger project and will implement a qualitative methodology of reflexive journaling to reflect on the initial curriculum design, pedagogical practice, and technological challenges and evaluate the construction and implementation of an online learning platform designed to assist students in improving reading comprehension.

Lessons learned during the design implementation of a digital construction site module

Our paper discusses a collaborative project between built environment professionals and academic educators. The project is about digitalising construction site visits as an online Canvas module for senior architecture students as part of their third-year core course titled: Project Management. The course is one of two courses that are required upon graduation to become a registered architect in Aotearoa, New Zealand. The module is designed with two key aspects in mind: the learning objectives that adhere to school accreditation requirements and the ‘Signature pedagogical practices’ determined by the educational institution: Waipapa Taumata Rau, University of Auckland. In this paper, we discuss our insights gained from designing an interactive, immersive, and hybrid learning experience.

Awakening Consciousness: HESA Graduate Students’ Perspectives on Consciousness-Raising Pedagogical Practices

ABSTRACT Despite incorporating diversity coursework into most higher education and student affairs (HESA) graduate programs, HESA graduate students report feeling underprepared to enact social justice work. Current pedagogical approaches introduce students to foundational concepts but fail to develop reflective, justice conscious administrators. This qualitative case study explores what pedagogical practices promote HESA graduate students’ critical consciousness development during a diversity course.

Navigating English Language Instruction in China: Insights from Chinese Students on Native English-Speaking Teachers’ Practices

ABSTRACT This study uses the instructional beliefs model to analyse Chinese students’ perceptions of classes taught by Native English-Speaking Teachers (NESTs). Forty-five Chinese students from 12 universities in southwestern China participated in the semi-structured interviews. The findings indicate pedagogical practices were perceived positively for practical language application but criticized for culturally incompatible pedagogical practices. Instructional outcomes exhibited positive affective and behavioural changes but posed challenges in cognitive learning. The study underscores the need for tailored teaching approaches and an understanding of students’ expectations to enhance the overall effectiveness of NEST-led instruction in Chinese classrooms.

PROFESSIONAL DEVELOPMENT IN BASIC EDUCATION

This article seeks to explore the perspectives and challenges faced by teachers in the context of basic education in relation to professional development. Based on an analysis of training practices and public policies aimed at teacher training, we will discuss the main trends and innovations that have emerged in the field, in addition to offering reflections on how these initiatives directly impact the quality of teaching and student learning. To this end, a bibliographical research was developed to find academic productions, finding authors who research on the subject, expanding the theoretical repertoire. Professional development in basic education faces challenges due to recent transformations in the educational environment. The search for quality, equitable and inclusive education becomes increasingly complex in view of the realities found in schools. In recent years, the profile of children has changed, requiring new didactic and practical approaches from educators. This evolution requires the creation of more dynamic learning environments and the use of innovative resources that can meet the diverse needs of students. Therefore, it is essential that education professionals reflect on their methodologies and seek alternatives that provide new meanings to the contemporary educational system. These changes not only challenge educators to adapt, but also offer opportunities for the implementation of pedagogical practices that promote more collaborative and student-centered teaching. It was concluded, therefore, that continuing teacher training is essential for us to meet the current and future demands of basic education.

The influence of emotions on science teaching: a case study with three early childhood education teachers

Teaching science in early childhood education (ECE) is crucial for fostering essential scientific thinking skills, which are vital for young learners’ development and formative trajectories. While this educational level presents exciting opportunities for integrating science teaching, it also poses challenges related to teachers ́ cognitive, pedagogical, and emotional constraints. Recognizing the pivotal role of teachers’ emotions in shaping their practices, we aim to specifically examine the influence of teachers’ emotions on science teaching in ECE, an area that remains underresearched. We conducted a multiple case study involving three ECE teachers in La Plata, Argentina, who demonstrated a strong interest in improving their pedagogical practices despite acknowledging their difficulties and insecurities in teaching science. We explored their emotions and how they relate to science lesson planning and implementation through surveys, in-depth interviews, and observations. Data collection was designed in three stages: pre-active, interactive, and post-active teaching. First, we surveyed the range of negative and positive emotions that teachers experienced toward sciences, rooted in their personal and formative prior experiences, and examined how these emotions influenced their planning (pre-active stage). Subsequently, we investigated the emotions associated with science teaching in the interactive stage and recorded classroom observations to document how they implemented their plans. Finally, we conducted in-depth interviews with the teachers while they watched the recorded class videos, allowing them to reflect on their decision-making and implementation characteristics (post-active stage). Our findings reveal a dichotomy: negative emotions derived from past experiences reduce engagement, while positive emotions enhance motivation and enrich the learning environment. Negative emotions arising from the implementation of science activities in real classroom contexts may lead to canceled classes, whereas positive emotions foster persistence and optimism. We discuss the significance of emotional awareness in teaching practices, emphasizing the importance of understanding and managing negative emotions through teacher training and professional development programs. This approach can enhance teacher confidence and satisfaction, ultimately contributing to improved early childhood science education.

The enactment of critical digital pedagogical (CDP) practices through pedagogical reasoning.

Abstract This study examines the influence of educator beliefs and pedagogic awareness apropos of their teaching practices due to the invisible nature of pedagogical reasoning especially when facilitating in online teaching environments. The research question focuses on the role of pedagogical reasoning in the enactment of critical digital pedagogy (CDP) at a Centre for Learning, Teaching and Development (CLTD) mandated to support academics. A transformative learning theory lens and the model for pedagogical reasoning and action was employed as the theoretical analytical framework. This study aligns with the qualitative paradigm and considers pedagogical reasoning in CDP practices through a reflective journal as a research instrument and data source. Thematic analysis was engaged in to identify underlying themes. The study foregrounds the importance of reflection through pedagogical reasoning thereby showing how critical practice in CDP endorses the outline and enactment of inclusive teaching settings in blended learning (BL) environments.

PAULO FREIRE'S APPROACHES AND PHYSICAL EDUCATION: CHALLENGES AND POSSIBILITIES IN PEDAGOGICAL PRACTICE

The study aimed to analyze the approaches between Paulo Freire and Physical Education, based on the challenges and possibilities in the pedagogical practice of this curricular component. It is a qualitative study, using bibliographic research in periodicals in the field of education and physical education, from 2019 to 2024, using the technique of categorical content analysis by theme for data analysis. It is concluded that there are challenges in bringing Paulo Freire and Physical Education closer together, due to the initial training of teachers, little research production that reflects and treats these themes in their centrality. However, there is the possibility of approaching this knowledge in an organic, systematized and intentional way, with experiences that evidence these approaches based on reflections guided by dialogue, problematization and criticality in basic education and higher education.

THE IMPORTANCE OF DIGITAL INCLUSION IN MODERN EDUCATION

The research addressed the importance of digital inclusion in modern education, focusing on how the integration of digital technologies can impact access to educational resources and the quality of teaching. The problem investigated was: how effective is digital inclusion in reducing inequalities and improving academic performance? The overall objective was to analyze how digital tools influence education and identify the challenges and opportunities associated with this inclusion. The methodology employed consisted of a literature review, using academic sources to examine relevant studies and articles on the topic. The research revealed that digital inclusion can promote greater equity by facilitating access to materials and resources, in addition to improving student performance through personalized pedagogical practices. Continuous teacher training was identified as an essential factor for the effective integration of digital technologies in the educational environment. However, challenges were also observed, such as the need for adequate infrastructure and support for educators and students. The final considerations highlighted that, for digital inclusion to benefit the educational environment, continuous effort is needed in policies and practices that support the use of technologies. Future studies could explore the conditions and strategies for effective implementation of digital technologies in education.

Small Group Learning Communities as a Prototype for Intersectional Black Feminist Praxis in Higher Education

Through the creation and analysis of Small Group Learning Communities (SGLC) at a predominantly White university in the U.S. South, this study investigated how SGLCs operationalize intersectional Black feminist praxis via dialogue, liberation, and ethic of caring. The racialized and gendered organizational dynamics that govern institutions of higher education make it an ideal site for such an intervention. Through an instrumental case study of 13 SGLCs, we uncover how SGLCs served interrelated, but separate purposes: (1) affirmation, mentorship, and professional development among “Black women-focused” SGLCs; and (2) epiphanies of intersectional oppression and nuanced Black girl representation in educational settings among “Black women-affirming” SGLCs. Findings suggest that SGLCs are innovative prototypes for understanding, studying, and implementing intersectional Black feminist praxis. We submit that SGLCs can advance broader social justice and liberation agendas. Moreover, findings may inform efforts to center Black women in higher education.

Conceptual PlayWorlds: A transformational model for children’s learning and development in an early childhood education setting in Indonesia

Structured and teacher-directed play focused on children’s academic outcomes has proven problematic in Indonesian early childhood education. This contrasts with the PlayWorlds model, which emphasises both the primary activity of play and conceptual learning. However, there has been little research in Indonesia on the pedagogical aspects of the PlayWorlds model in creating conditions for children’s learning and development. The purpose of this study is to highlight the distinctive pedagogical and contextual aspects of Indonesian PlayWorlds by investigating how the implementation of the PlayWorlds model creates conditions for children’s learning and development. Using cultural-historical concepts to analyse the data, the findings reveal a transformational model of PlayWorlds that highlights five key elements: teachers’ role as play partners, the dialectical meaning-making process, degrees of freedom, motives and contradictions, and the unity of emotion and cognition. This model is shown to support pedagogical concepts and practices by providing opportunities for children’s development in play through the integration of imaginative, cognitive and affective skills. It is argued that the transformative paradigm of PlayWorlds as an innovative play pedagogy holds promise for children’s learning and development, while recognising play as their primary activity.

Interdisciplinarity in the Use of Playful Technologies in Early Childhood Education: Impacts on Teaching and Learning

Objective: This study aims to investigate the impact of the use of technological resources in early childhood education, highlighting how the introduction of technologies, such as television, digital games, and educational software, can improve learning and interaction in the classroom. Theoretical Framework: The study is based on the theories of Vygotsky (1988) and the contemporary studies of Jankowski and Wrobel (2021), which emphasize the importance of interactivity and the conscious use of technology in the teaching-learning process for children. Method: The research was carried out at the Instituto do Saber Mundo Azul, in Montes Claros - MG, with five teachers who, for a week, used different technological resources in their pedagogical practices. Data collection was done through questionnaires applied to the teachers. Results and Discussion: The results indicated that the use of technology increased students' interest in the activities, however, the retention of the content was limited by the excitement generated by the playful resources. The discussion addresses the importance of planning the use of these tools to maximize their educational impact. Research Implications: This study contributes to the understanding of how technological resources can be effectively incorporated into early childhood education, providing insights into ongoing teacher training and the integration of technologies into the curriculum. Originality/Value: The research offers an analysis of the challenges and benefits of implementing technologies in early childhood education, highlighting the need for appropriate pedagogical strategies for the use of these tools.

О практике развития некоторых элементов конвергентного образования в технологическом вузе

The article examines the experience of the Faculty of Humanities and its Center for Cognitive Psychology at the University of Technology in involving students in research and applied scientific projects through cooperation and integration of the humanities and technology departments of the University. The ideas of the transformation of the country's educational system and the change of its methodological, pedagogical and technological guidelines in response to modern challenges and risks are analyzed, primarily for the younger generation in need of social adaptation and deeper natural science and humanitarian training for professional and personal growth. The attempts to substantiate the definition of "convergent education" are analyzed. All of them are based on an understanding, to one degree or another, of an interdisciplinary methodological approach to the formation of educational programs, in order to overcome the highly professional training of specialists and avoid formalizing the content of educational material, taking into account the productive interaction of the fundamental component of humanitarian and professional knowledge, the use of modern methods of automation of various types of information activities using information and computer technologies (algorithmization of learning, information modeling). In general, the convergence of education is defined as a process of learning and upbringing, which is a consequence of the implementation of the modern educational paradigm aimed at understanding, rather than memorizing, education for change, the ability to withstand stress, live in a digital world, preserving humanity, sociability and collectivism, ensuring teamwork, preservation and development of the humanitarian and intellectual component "in the context of the interpenetration of sciences and technologies in the implementation of the convergence of real and virtual communications. The scientific and methodological basis for the development of convergent education at the first stage was the development of scientific and pedagogical practices. This can include the management of students' research activities (R&D), involving them in the development and implementation of various projects of scientific laboratories and centers of departments and faculties. The article summarizes some of the experience of the Center for Cognitive Psychology of the Faculty of Social Sciences and Humanities - SGT (until 2022 – ISGT– Institute) of the Federal State Educational Institution of Higher Education "K.G. Razumovsky Moscow State Technical University (PKU)", which was actively involved in the process of cluster formation in the conditions of the university's transformation into an innovative expert–analytical platform, the formation of an expert-educational cluster of excellence "NBICS-technologies of the food industry".

Partial Meanings that a Teacher Mobilizes for Learning Limits at the School Level

Objective: The objective of this study is to analyze the partial meanings of the function limit object in a variable that a teacher mobilizes when teaching the Calculus unit at the school level. Theoretical Framework: For the analysis of the partial meanings of the mathematical object, the epistemic configurations proposed by the OntoSemiotic Approach to Mathematical Cognition and Instruction (OSA) were used. Method: The study is qualitative in nature and its methodological design is an instrumental-descriptive case study.. To carry out the analysis of the meanings mobilized by the teacher, a semi-structured interview, teaching material, field notes from class observation and the notes of two students of the course were used. Results and Discussion: The results obtained revealed that the teacher preferentially mobilizes the last two epistemic configurations of the mathematical object and to a limited extent some primary objects of other configurations. Research Implications: The research provides a reflection for the pedagogical practices of teachers regarding the epistemic richness of the mathematical object, mainly to Chilean teachers, who must teach said object promoting all its partial meanings according to the requirements of the Chilean school curriculum. Originality/Value: The research lies in the importance of the pedagogical practices that teachers should consider when teaching said object, in particular, the mathematical richness of the partial meanings of the object.

Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies

ABSTRACT The 2030 Agenda for Sustainable Development calls for action to achieve global goals relating to quality education and gender equality. Teacher education is a setting where novel pedagogical practices can be introduced and mainstreamed, ultimately influencing the educational experience at the school level. This study aimed to design a professional development programme to support teacher educators at Palestinian universities to adopt gender-responsive and play-based learning practices. The researchers used the Behaviour Change Wheel (BCW) to develop an evidence-based intervention, resulting in the selection of six intervention functions (education, persuasion, training, environmental restructuring, modelling, and enablement) and 16 behaviour change techniques from the following taxonomy categories: natural consequences, feedback and monitoring, comparison of outcomes, comparison of behaviour, shaping knowledge, repetition and substitution, antecedents, social support, and goals and planning. Mode of delivery primarily involved face-to-face group-based facilitation. Using the BCW to guide the intervention development process allowed for a comprehensive review of teacher educators existing perspectives and the design of programme content to support them to change their teaching practices. The resulting novel professional development programme for teacher educators will be further researched to confirm relevance and impact.

Luokanopettajaopiskelijat kielellisiä havaintojaan selittämässä

In light of previous research, it is important to examine class teachers’ perceptions of language so that we can develop pedagogical practices to evoke pupils’ interest and enthusiasm towards the language. In this article, we study what student teachers perceive about language and how they conceptualise their perceptions. We examined 264 student teachers’ interpretations of two sentences with different ambiguities and a nonsense sentence. The data were analysed using both theory- and data-driven qualitative content analysis. The results showed that many students already had a high level of metalinguistic competence: they perceived the ambiguity of the sentences, approached the nonsense sentence with relevant concepts and were able to explicate their linguistic deduction. However, some of the students had challenges, for example in using metalanguage, or they perceived the sentences mainly from a normative perspective. The results can be utilized in developing teaching practices in teacher education and in enhancing the language awareness of student teachers.

Masculinities in a feminist pedagogy: lessons for transformative gender and agriculture training

Masculinities and femininities are closely interconnected with men and women farmers’ everyday lives; hence critical reflection on these interconnections should be central in gender training in agriculture. While a focus on men and masculinities is crucial for sustainable transformation of deep-rooted gender norms and practices that limit the attainment of gender equality, there are insufficient empirically tested pedagogical models for this purpose. We share a case study, the Gender Responsive Researchers Equipped for Agricultural Transformation (GREAT) model, which incorporates masculinities in a feminist pedagogy. We use external monitoring, evaluation, and learning data for two case study courses that integrate gender in plant breeding, seed systems, and agronomy to demonstrate the efficacy of integrating the concept of masculinity and reflections on male farmers’ expectations, behaviors, and practices within a feminist approach to gender training. We conclude that feminist pedagogical practices offer insights into how gender training can integrate a masculinities perspective to move beyond divisive and narrow gender polarities towards addressing masculine norms that often hinder the attainment of gender transformation.

Brilla boy!: Educated masculinity, hope and future-making in a Ghanaian senior high school

ABSTRACT This paper examines the significance of Ghana’s National Science and Maths Quiz (the NSMQ) drawing on ethnographic fieldwork in a secondary school in Ghana (known as Brilliant Academy) conducted between 2021–2022. Using the concepts of hope and aspiration this paper seeks to explore how the NSMQ serves as a vehicle for hope. It begins with a historical lens, examining how the pedagogical practices laid down by missionaries now in place at Brilliant Academy serve to cultivate the type of educated person promoted by the quiz show, that of the ‘brilla boy’. This figure is widely respected within the school and as such students eagerly aspire to take part in the quiz. I also suggest that the celebration of maths and science in the quiz makes the NSMQ bridge together ‘old’ and ‘new’ hopes attached to education, and science and maths in particular, evident in Kwame Nkrumah’s vision for postcolonial Ghana.

‘If You Love Music You Should Learn How to DJ’: Maria Chavez and Elijah interviewed by Jake Williams

In this article, DJ and scholar Jake Williams speaks with Maria Chavez and Elijah about their ideas concerning education and pedagogy in electronic music. Although they come from very different musical backgrounds, the rationale for the joint interview was twofold: first, they are both DJs who think deeply about their practice and have strong pedagogical commitments; and second, their pedagogical practices have led to them to work between informal and formal educational spaces, across a range of age groups. The talk touches on their views on music education, academia, definitions of success, what it means to be ‘open source’ and, of course, DJing.