scholarly journals Time Regulation as Institutional Condition for Children’s Outdoor Play and Cultural Formation in Kindergarten

2021 ◽  
pp. 111-128 ◽  
Author(s):  
Åsta Birkeland ◽  
Hanne Værum Sørensen
Keyword(s):  
Research Question ◽  
Weather Conditions ◽  
Outdoor Play ◽  
Pedagogical Practice ◽  
Pedagogical Content ◽  
Cultural Formation ◽  
Institutional Condition ◽  
Dialectical Relationship ◽  
Children's Activities ◽  
Outdoor Playtime

AbstractTime regulation is an important aspect of the everyday life in any kindergarten and has an impact on which activities are given priority. In this case study, the outdoor playtime in one kindergarten in China and one in Norway is compared based on the understanding that children’s cultural formation develops in a dialectical relationship between children’s interests and motives and societal, institutional, and weather conditions. The aim of the article is to identify how time regulations provide conditions for children’s play and cultural formation during outdoor playtime. The research question is: How does institutional time regulation interplay with the pedagogical practice and children’s activities in the outdoor playtime? Employing a cultural-historical approach, drawing on Hedegaard’s concepts of development and cultural formation as an individual, institutional and societal process, the dialectical interplay between institutional time regulation and children’s engagement in outdoor activities is the unit of analysis in this study. Our findings indicate that the kindergarten teachers in the Chinese kindergarten as well as the Norwegian kindergarten aim to adjust the pedagogical content and time schedule to the traditions, values, and conditions in both countries. This chapter contributes to knowledge about the interplay between institutional conditions and children’s activities and cultural formation in outdoor play.

scholarly journals Exploring the Taken-for-Granted Advantage of Outdoor Play in Norwegian Early Childhood Education

2021 ◽  
pp. 129-144
Author(s):  
Liv Torunn Grindheim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Research Question ◽  
Cultural Dimensions ◽  
Outdoor Play ◽  
Connection To Nature ◽  
Cultural Formation ◽  
Childhood Education ◽  
Cultural Perspectives ◽  
Nature And Culture

AbstractIt is claimed that nature is given temporal and cultural dimensions in Norway, in a transgression of the distinction between nature and culture. The overall emphasis on nature in the Nordic countries may represent an unconscious taken-for-granted understanding of nature as the best place for children’s play, learning and cultural formation. Understandings of a strong Norwegian cultural connection to nature, and thereby outdoor life, as an important arena for children’s cultural formation may be challenged by changes in Early Childhood Education (ECE) institutions and the contemporary society. Such changes can force conflicts that help in depicting what is taken for granted. This chapter is therefore structured around the research question: What conflicts can be found between ECE teachers’ values and motives for outdoor play versus contextual conditions and demands in personal, institutional and cultural perspectives and in the perception of nature? By exploring conflicts between contextual conditions and demands and ECE teachers’ values and motives, the aim is to get a broader insight into perspectives and conditions for children’s cultural formation. The analysis draws on 15 interviews with ECE teachers, political documents and earlier research. The analysis reveals that nature as a valued arena for cultural formation, through play, may not be as apparent as expected in Norwegian ECE.

scholarly journals Social Sustainable Education in a Refugee Camp

2021 ◽  
Vol 13 (7) ◽  
pp. 3925
Author(s):  
Marit Heldal ◽  
Trond Løge Hagen ◽  
Ingvild Olsen Olaussen ◽  
Gry Mette D. Haugen
Keyword(s):  
Refugee Camp ◽  
Three Dimensions ◽  
Pedagogical Practice ◽  
Highly Qualified ◽  
Structured Interviews ◽  
Theoretical Concepts ◽  
Sustainable Education ◽  
Cultural Mediator ◽  
Education And Care ◽  
Children's Activities

The main objective of this article is to discuss how an Early Childhood Education and Care (ECEC) institution in a refugee camp can promote social sustainable education. By giving empirical examples of innovative pedagogical ideas and practices inside a Greek ECEC institution, this article argues that concepts of formation are ways to promote social sustainable education. The article draws on data from an ECEC institution in which both the children living in a refugee camp and Greek children are located together. With nature as a neutral cultural mediator, serving as a pedagogical framework, children can make new experiences based on participation, equality and mutual respect. Data were produced through field observations, semi-structured interviews and one group interview from March 2019 until September 2019. The empirical data reveal three dimensions that we suggest work as markers for social sustainable pedagogical practice: the importance of nature and play as a facilitator for children’s activities; the importance of participation and equality; and the importance of commitment to the community. The findings are discussed in relation with theoretical concepts of formation, with a particular focus on children as active agents and the value of experiences, and the importance of highly qualified educators.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

Trends and Variability of North American Cool-Season Extratropical Cyclones: 1979–2019

2021 ◽  
Author(s):  
Robert Fritzen ◽  
Victoria Lang ◽  
Vittorio A. Gensini
Keyword(s):  
North American ◽  
Research Question ◽  
Weather Conditions ◽  
Extratropical Cyclones ◽  
Mountain Range ◽  
Cool Season ◽  
The North ◽  
Primary Driver ◽  
Regional Reanalysis ◽  
Log Linear

AbstractExtratropical cyclones are the primary driver of sensible weather conditions across the mid-latitudes of North America, often generating various types of precipitation, gusty non-convective winds, and severe convective storms throughout portions of the annual cycle. Given ongoing modifications of the zonal atmospheric thermal gradient due to anthropogenic forcing, analyzing the historical characteristics of these systems presents an important research question. Using the North American Regional Reanalysis, boreal cool-season (October–April) extratropical cyclones for the period 1979–2019 were identified, tracked, and classified based on their genesis location. Additionally, bomb cyclones—extratropical cyclones that recorded a latitude normalized pressure fall of 24 hPa in 24-hr—were identified and stratified for additional analysis. Cyclone lifespan across the domain exhibits a log-linear relationship, with 99% of all cyclones tracked lasting less than 8 days. On average, ≈ 270 cyclones were tracked across the analysis domain per year, with an average of ≈ 18 year−1 being classified as bomb cyclones. The average number of cyclones in the analysis domain has decreased in the last 20 years from 290 year−1 during the period 1979–1999 to 250 year−1 during the period 2000–2019. Spatially, decreasing trends in the frequency of cyclone track counts were noted across a majority of the analysis domain, with the most significant decreases found in Canada’s Northwest Territories, Colorado, and east of the Graah mountain range. No significant interannual or spatial trends were noted with bomb cyclone frequency.

scholarly journals TO TRANSLANGUAGE OR NOT TO TRANSLANGUAGE? THE MULTILINGUAL PRACTICE IN AN INDONESIAN EFL CLASSROOM

2018 ◽  
Vol 7 (3) ◽  
pp. 687 ◽  
Author(s):  
Rasman Rasman
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Video Recording ◽  
Pedagogical Practice ◽  
School Students ◽  
Analysis Technique ◽  
Actual Use ◽  
Dialectical Relationship

Translanguaging, the use of learners’ full linguistic repertoire in language learning, has recently been theorized as an effective pedagogical practice because it creates more learning opportunities for multilinguals. Despite the growing number of research on this topic, less attention has been paid on the actual use of translanguaging in the classroom. This study aims to fill this gap by investigating translanguaging practice in an EFL classroom in Indonesia where learners used their full repertoire (English, Indonesian, Javanese) to negotiate meaning in learner-learner interactions. Specifically, this research attempts to find out both the effectiveness and the challenges of applying translanguaging to promote learning. The data were collected from the video-recording of naturally-occuring interactions among junior high school students (14-15 years old) in an EFL classroom in Yogyakarta, Indonesia. The data were analyzed using discourse analysis technique and perceived using ecological approach to explain the dialectical relationship between local interaction and the wider socio-political context. The findings show that translanguaging could help learners to develop their multilingual competencies (including the English language). However, the different socio-politically constructed status of English, Indonesian, and Javanese is still prevalent among students and thus, it inhibits them from maximizing their full repertoire when learning English. Further pedagogical implications related to the translanguaging practice for teachers are also suggested in this article.

The Essay as a Pedagogical Form: Teacher Education and Stanley Cavell's Ordinary Language Philosophy

2011 ◽  
Vol 113 (8) ◽  
pp. 1733-1754
Author(s):  
Duck-Joo Kwak
Keyword(s):  
Teacher Education ◽  
Research Question ◽  
Ordinary Language ◽  
Pedagogical Practice ◽  
Ordinary Language Philosophy ◽  
Philosophical Practice ◽  
Language Philosophy ◽  
Globalizing World ◽  
Educational Environments ◽  
Humanistic Approach

Background/Context The view of philosophy of education as “practical philosophy” initiated by Wilfred Carr has been a focus of recent educational discourses. What “practical” means here is closely associated with the educative aspect of “philosophical practice” itself. This article attempts to explore another educative aspect of philosophical practice, as manifested in Stanley Cavell's ordinary language philosophy. This will enable us to refine the humanistic approach to teacher education proposed by David Hansen as a fruitful way of equipping would-be teachers with a humanistic sensibility. Such an approach is needed if teachers are to respond to the highly complex and unpredictable circumstances that they face in the rapidly changing educational environments of today's globalizing world. Purpose/Objective/Research Question/Focus of Study How can Stanley Cavell's practice of ordinary language philosophy, its underlying method and aspiration, be an exemplary case of “the essay form” of thinking and writing? “The essay form” here refers to a form of writing that Michael de Montaigne, the 16th-century Renaissance humanist, invented as a pedagogical practice for “trying oneself out” or “putting oneself to the test.” Research Design This article is an analytic essay that develops an argument based on textual evidence from relevant philosophical literature. Conclusion Cavell's practice of ordinary language philosophy can be described as a nonauthoritative pedagogical practice that pursues the transformation of one's sensibility by cultivating the first-person voice of self-knowledge. Thus, this can be a good source for our formulation of a humanistic approach to teacher education. But a more specific articulation of the constitutive structure of the essay form of writing needs to be made in order to have “philosophical reflection as the essay form” more adoptable by our educational program in teacher education and education in general.

A Phenomenological Study of Games, Simulations, and Virtual Environments Courses

TPACK ◽  
2019 ◽  
pp. 501-517
Author(s):  
Albert D. Ritzhaupt ◽  
Nathaniel Poling ◽  
Christopher Frey ◽  
Youngju Kang ◽  
Margeaux C. Johnson
Keyword(s):  
Educational Technology ◽  
Virtual Environments ◽  
Phenomenological Study ◽  
Research Question ◽  
Phenomenological Approach ◽  
The United States ◽  
Graduate Courses ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Experience Teaching

Educational technology programs from across the United States are offering graduate courses in games, simulations, and virtual environments (GSVE) to their students. However, these courses, until now, have not been systematically studied. This research uses a hermeneutical phenomenological approach to answer the research question: “How do instructors describe their experience teaching GSVE courses?” Five professors of educational technology that have taught GSVE courses were interviewed using a semi-structured protocol based on the TPACK (Technological Pedagogical Content Knowledge) framework. These data were analyzed both analytically and thematically. The results of the study showed a wide variety of topics, tools, and pedagogies are used within GSVE courses. The results had five themes emerge: Focus on Application and Theory, Experiential Learning and Constructivism, Instructor's Prior Experience with Games, Heterogeneous Student Populations, and Range of Technology Tools. These themes as well as these courses are highlighted within this paper. A discussion is provided.

Digital Learning and Pedagogical Practice

2017 ◽  
pp. 62-88
Keyword(s):  
Learning Strategies ◽  
Content Knowledge ◽  
School Change ◽  
Digital Learning ◽  
Pedagogical Practice ◽  
Technology Professional Development ◽  
Change Initiatives ◽  
Pedagogical Content ◽  
Technology Professional ◽  
Improving Student Learning

Despite the influx of classroom technologies and personal devices, many teachers are still not adequately prepared to integrate technology into instructional practices. Research shows that effective integration requires the confluence of teaching knowledge, technical knowledge, and content knowledge. Carefully analyzing personal practice using the Technological, Pedagogical, Content Knowledge, and Knowledge of Teaching (TPACK) Framework and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model aids teachers in better understanding ways to design and implement technology rich strategies aimed at improving student learning and collaborative inquiry. Because technology professional development has been often delivered as crash courses in the use of a particular technology or technology enhanced instructional method, supporting and developing teachers in engaging, meaningful approaches are often omitted. Chapter 4 focuses on the shift in professional learning to better support and engage teachers in pedagogical practice using digital learning strategies aligned with school change initiatives.

Risky play from the student’s perspective

2019 ◽  
Vol 577 (2) ◽  
pp. 38-45
Author(s):  
Edita Rogulj
Keyword(s):  
Kindergarten Teachers ◽  
Outdoor Play ◽  
Graduate Studies ◽  
Interactive Process ◽  
Childhood Education ◽  
Risky Play ◽  
The Subject ◽  
Natural Variations ◽  
Main Component ◽  
Children's Activities

The interactive process involving play as a main component of children’s activities enables children to identify existing knowledge, skills and abilities, and to enhance and enrich them with new cognitive elements. Outdoor play is certainly an inspiration for a child’s holistic development. Children have the opportunity for motor, psychological and cognitive development in an environment that provides countless situations that are changing due to constant natural variations that occur under the infl uence of meteorological changes, changes in plant and animal life. Along with the above elements, it is necessary to add an element of risky play that is equally important in the process of childhood education and learning. Today’s overprotection of children by parents has taken away the segment of risky play, which is an important element of childhood. Parents’ attitude towards risky play also defi nes the attitude of kindergarten teachers who, under the pressure of parents, create an artifi cial environment in which a child is unable to explore this important segment of play, or take risks in their activities, decisions and procedures. That exact segment is the subject of this research, which aims to explore the opinions of the future kindergarten teachers about risky play and their attitude towards it. The research was conducted through a questionnaire in which students of their 3rd year of undergraduate studies and 1st year of graduate studies of early and pre-school education took part. According to the results of this research, we have observed the need for changes in the education of future kindergarten teachers. This can be done by expanding the content related to the Outdoor Curriculum and risky play.

scholarly journals MENTORING AS A SOURCE OF PEDAGOGICAL CONTENT KNOWLEDGE FOR NURSING TEACHING

2019 ◽  
Vol 28 ◽  
Author(s):  
Lauriana Medeiros Costa Santos ◽  
Vânia Marli Schubert Backes
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Professional Education ◽  
New Teacher ◽  
Teaching Performance ◽  
Pedagogical Practice ◽  
Pedagogical Content ◽  
Personal Action ◽  
Professional Health

ABSTRACT Objective: to understand Mentoring as a source of pedagogical content knowledge for the new teacher in Professional Education of Technical Level in Nursing. Method: a case study, with a qualitative approach, with teachers, management representative and students of a federal public school of Professional Health Education in the northeast of Brazil. The data were collected from October 2013 to September 2014 and submitted to thematic analysis. Results: the study focuses on the Mentoring category as a source of pedagogical content knowledge, with a theoretical guidance of the specific framework, configured as a personal action with institutional support. Conclusion: the construction of the pedagogical content knowledge happened in the pedagogical practice, mediated by a relation of dialogue and cooperation, in which the Mentoring was understood as part of teamwork and the provision of working conditions for competent teaching performance.

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