Theoretical and practical knowledge in social pedagogy: levels and agents of the pedagogical knowledge production

2021 ◽  
pp. 1-19
Author(s):  
Xavier Úcar
Keyword(s):  
Knowledge Production ◽  
Practical Knowledge ◽  
Pedagogical Knowledge ◽  
Social Pedagogy

Pedagogical Knowledge Acquisition During the Practicum

2020 ◽  
Vol 13 (1) ◽  
pp. 118-129
Author(s):  
Raquel Gómez ◽  
Juanjo Mena ◽  
María-Luisa García Rodríguez
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Pedagogical Knowledge ◽  
Important Process ◽  
Primary School Students ◽  
School Students ◽  
Teaching Tools ◽  
Depth Learning

Teacher reflection is widely considered as an important process that provides in-depth learning experiences to preservice teachers. Portfolios and teachers' diaries are commonly used teaching tools to funnel one's own critical thoughts about practice. It is also common to analyse the teaching practice in the practicum through the guidance of expert teachers who act as mentors. Both ways are crucial to organise preservice teachers' practical knowledge acquired in the schools. The objective is to determine under which learning situations (individual reflection vs. mentoring interaction) knowledge is better acquired and determines the differences between preservice teachers. Five preservice teachers were recorded giving a regular lesson to primary school students. Data was analysed by following the PDA model that divides the content in narrative and inferential. Main results reveal that practical knowledge is mostly elicited with the help of a mentor and mostly inferential. There were minimal significant differences among preservice teachers.

scholarly journals En syklisk vei til profesjonell kunnskap: Praksisperiodens påvirkning på kunnskapsproduksjon i lærerutdanning

2020 ◽  
pp. 105-118
Author(s):  
Alexander Gamst Page ◽  
Elin Tronsaune Moen
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Knowledge Production ◽  
Classroom Practice ◽  
Practical Knowledge ◽  
Lecture Hall ◽  
Theoretical Knowledge ◽  
Structured Interviews ◽  
Hermeneutic Circle ◽  
Theoretical Context

In recent years, the concept of knowledge has become a fruitful analytical area within the field of teacher education. It is recognised that knowledge can take different forms, and in this regard, Aristotle’s tripartite distinction has been most influential. This consists of theoretical knowledge (episteme), practical knowledge (techne) and the wisdom necessary to combine the two and to know when and how to implement them (phronesis). Much of this research has been rather deductive, with pre-existing categories being used rather than letting categories arise from the data. This chapter attempts to capture a more emic picture of the knowledge production of preservice teachers (PSTs). The chapter is based on semi-structured interviews of 30 PSTs at various stages of their education. The interviews revolved around their experiences of being taught on campus and teaching for themselves during classroom practice. Our findings are that the PSTs experience a circular production of competence, where theoretical knowledge from the lecture hall becomes grounded in their experiences from practice. Such experiences are also brought back into the lecture hall where they may gain more theoretical context. This cyclical analysis is reminiscent of the hermeneutic circle, where deeper understanding is created through repeated oscillation between two different framings of the material.

Behavioral Disorders

2022 ◽  
pp. 216-249
Author(s):  
Maria Jakovljevic ◽  
Sheryl Buckley
Keyword(s):  
Risk Factors ◽  
Behavioral Disorders ◽  
Behavioral Problems ◽  
Practical Knowledge ◽  
Behavioral Challenges ◽  
School Settings ◽  
Social Pedagogy ◽  
Scientific Disciplines ◽  
Time Utilization ◽  
Social Pedagogues

Behavioral disorders are on the rise at all levels of upbringing and education, among all categories of children and students, both in terms of their scope and forms of manifestation. The focus of this chapter is to elaborate on the notion of behavioral disorders to introduce a variety of definitions recognized by researchers and practitioners in different scientific disciplines studied by social pedagogy. Furthermore, the emphasis of this chapter is to investigate classifications, criteria, and categories of behavioral problems and identify risks and protective factors among children and young people. These risk factors were discovered in school settings, among peers, and in family climates instigating mild and serious behavioral challenges. The chapter provides a detailed insight into risk factors caused by genetics, family environments, school education, media influence, and free time utilization. The content of this chapter will expand the theoretical and practical knowledge of social pedagogues and other professionals who deal with diverse behavioral disorders in various societies.

Measuring pre-service teachers’ general pedagogical knowledge—What are the results telling?

2019 ◽  
Vol 6 (1) ◽  
pp. 135-144
Author(s):  
Liina Malva ◽  
Ali Leijen ◽  
Aleksandar Baucal
Keyword(s):  
Practical Knowledge ◽  
Pedagogical Knowledge ◽  
Work Experiences ◽  
Multiple Choice Questions ◽  
General Pedagogical Knowledge ◽  
University Courses ◽  
Test Instrument ◽  
Internship Experience ◽  
The University ◽  
Practical Field

A pilot study was carried out in order to attempt capturing teachers’ general pedagogical knowledge (GPK). The aim of the paper is to find out how pre-service teachers’ GPK differs within internship experience, level of education and work experiences, and what can be concluded about the test instrument based on results. All together 135 pre-service teachers from Estonia filled in a knowledge test with 60 multiple choice questions. The results showed that those who had not done their internship performed better at the test, possibly indicating a theoretical nature of the test instrument. However, it also shows a shift in pre-service teachers’ knowledge when entering practical field. Therefore, it can be discussed whether the experiences from practice schools differ from what has been learned at the university courses. For future test developments, the theoretical inclination of the test should be challenged by improving items targeting more of practical knowledge. Keywords: Teachers’ knowledge, general pedagogical knowledge, teacher education.

scholarly journals Knowledge production and public policies in Serbia: Pro and contra gender mainstreaming

Sociologija ◽  
2018 ◽  
Vol 60 (1) ◽  
pp. 299-312
Author(s):  
Zorana Antonijevic
Keyword(s):  
Public Policy ◽  
Knowledge Production ◽  
Practical Knowledge ◽  
Academic Community ◽  
Gender Mainstreaming ◽  
Academic Context ◽  
Academic Knowledge ◽  
Key Issues ◽  
And Gender ◽  
Further Development

The paper analyzes the knowledge production of gender equality policies in Serbia after 2000 in the academic and non-academic context. The text problematizes the interactions and links between gendered knowledge productionin academia and policymaking taking as an example conceptualization of gender mainstreaming. The key issues addressed in the paper concern perception, implementation and validation of gender mainstreaming in an academic and public policy context. The text discusses the ways in which the gender mainstreaming is included in gendered knowledge production in academia in Serbia, but also at the European level. The author argues that practical knowledge of gender policies is not sufficiently integrated into formal academic practice in Serbia, although it is one of the key conditions for further development of academic knowledge on current sociopolitical processes. The author also problematizes relations between key concepts for feminist practices and knowledge production: academic/theoretical knowledge and practical knowledge/public policy, activism and professionalism, local and transnational feminism, as well as empowerment and gender mainstreaming. Taking as an example an international debate for and against the gender mainstreaming the author raise potential issues for launching similar debates within the feminist academic and non-academic community in Serbia.

scholarly journals “Saberes em Diálogo”, um programa de formação continuada em rede: Universidade e educação básica

2020 ◽  
Vol 28 ◽  
pp. 69
Author(s):  
Gilberto Ferreira Silva ◽  
Juliana Aquino Machado
Keyword(s):  
Continuing Education ◽  
Knowledge Sharing ◽  
Knowledge Production ◽  
Basic Education ◽  
Pedagogical Knowledge ◽  
Professional Activity ◽  
School Network ◽  
Service Training ◽  
Formative Experiences

This study analyzes the actions and principles that emerged in the development of a continuing education project in a municipal school network, in light of the decolonial perspective, as a possibility of thinking about the processes from a geoepistemic place. This movement presupposes evidencing the processing of constructions and formative experiences from the perspective of teachers, exercising other ways of producing meanings, forms of understanding and knowledge. In the dialogue between universities, through collaboration with a postgraduate program in education and basic education, the main principles that lead to develop a proposal of in-service training built with the network. Based on the syntheses produced, it is evident the role of educators as teacher-intellectuals, in the production of pedagogical knowledge proper to the field of professional activity, in the creation of a privileged space of knowledge sharing and knowledge production, as well as recognizing an essentially collaborative movement among teachers, ensuring membership by voluntary adherence to the proposal.

scholarly journals ABOUT FAMILY UPBRINGING IN THE JOURNAL "EASTERN WOMAN"

2020 ◽  
Vol 1 (9(78)) ◽  
pp. 8-12
Author(s):  
P. Rzayeva
Keyword(s):  
Twentieth Century ◽  
Young Children ◽  
Practical Knowledge ◽  
Pedagogical Knowledge ◽  
Educational Impact ◽  
Relevant Today ◽  
Early Twentieth Century ◽  
The Family ◽  
Difficult Situations

The magazine "Eastern Woman", published in Azerbaijan in the early twentieth century, had presented various articles on young children's upbringing in order to enlighten mothers. Articles written about the physical, moral, intellectual, family and will upbringing of children remain relevant today. In this article pedagogical articles published in the journal on family upbringing had been analyzed and had been shown its educational impact possibilities . As the child receives his (her) primary upbringing in the family, the journal considered important mothers' acquiring this pedagogical knowledge. In the journal mothers are being provided with simple practical knowledge on the theme young children' s family upbringing and are being shown them the ways of how to behave in difficult situations they'll face

scholarly journals Incorporating Video-Mediated Reflective Tasks in MATESOL Programs

2014 ◽  
Vol 31 (2) ◽  
pp. 1 ◽  
Author(s):  
Caroline Payant
Keyword(s):  
Preservice Teachers ◽  
Knowledge Base ◽  
Practical Knowledge ◽  
Educational Practice ◽  
Pedagogical Knowledge ◽  
Teaching English ◽  
Esl Teachers ◽  
Speakers Of Other Languages ◽  
Langue Seconde ◽  
Master Of Arts

Unlike the observed trends in general teacher education, the use of videos as a re-flective tool with preservice English as a Second Language (ESL) teachers remains underexplored in MATESOL (Master of Arts in Teaching English to Speakers of Other Languages) programs. The present qualitative study examined how 5 non- native-speaking preservice teachers used the videos of their own microteaching performances to mediate their reflective practices. The results from the qualitative analysis of the participants’ post-microteaching reflective reports showed that they used videos to explore their professional and non-native identities, practical knowledge base, and pedagogical knowledge base. The results are discussed with respect to their implications for educational practice with preservice ESL teachers.Contrairement aux tendances générales observées dans la formation des en- seignants, l’emploi des vidéos comme outils de réflexion lors de la formation d’enseignants d’anglais langue seconde (ALS) n’a pas fait l’objet d’étude dans le cadre des programmes de maitrise en enseignement de l’anglais aux apprenants étrangers (MATESOL). L’étude qualitative présente porte sur l’emploi qu’ont fait 5 enseignants de langue maternelle étrangère en formation de vidéos de leur microenseignement comme outils d’intervention auprès de leurs pratiques réflex- ives. Les résultats de l’analyse qualitative des rapports réflexifs rédigés par les participants après leur microenseignement indiquent qu’ils se servent des vidéos pour explorer leurs identités comme professionnels et locuteurs étrangers, ainsi que leur base de connaissances pratiques et pédagogiques. On discute des résultats par rapport à leur incidence sur la pratique éducative des enseignants d’ALS en formation.

scholarly journals Social Pedagogy in Russia: Trends, Problems, Ideas

2015 ◽  
Vol 3 ◽  
pp. 399
Author(s):  
Elena Sorochinskaya
Keyword(s):  
Knowledge Creation ◽  
Significant Contribution ◽  
Holistic Approach ◽  
Pedagogical Knowledge ◽  
Social Education ◽  
Positive Experience ◽  
Social Pedagogy ◽  
The Given ◽  
The Way

<p><em>The given paper is concerned with holistic approach to social pedagogy in Russia. Itcovers the key trends in development of social pedagogy over the last 25 years. The main objective of the given paper is to give coverage to the researches that make significant contribution to development of social pedagogy in Russia. The author of the article highlights the key directions ofthe researches in the domain of social pedagogy,such as providing scientific grounds forthe new direction of pedagogical knowledge, creation and development of schools of thought in social pedagogy, specific features of socialization of a growing personality, content and techniques of professional social education</em>.<em>The author states that only studying positive experience is the way to solving the problems that modern social pedagogy faces nowadays.</em></p>

Raising the Bar? Evaluation of the Social Pedagogy Pilot Programme in Residential Children's Homes: Research Brief

2011 ◽  
Author(s):  
David Berridge ◽  
Nina Biehal ◽  
Eleanor Lutman ◽  
Lorna Henry ◽  
Manuel Palomares
Keyword(s):  
Pilot Programme ◽  
Social Pedagogy ◽  
The Social ◽  
Children’S Homes
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