“They call me anneanne!” translanguaging as a theoretical and pedagogical challenge and opportunity in the kindergarten context in Norway

Acta Borealia ◽  
2021 ◽  
pp. 1-20
Author(s):  
Anja Maria Pesch
Keyword(s):  
Pedagogical Challenge

On Informal Learning, Informal Teaching, and Informal Education

2015 ◽  
pp. 18-36 ◽  
Author(s):  
Daniel Schugurensky
Keyword(s):  
Informal Learning ◽  
Critical Analysis ◽  
Informal Education ◽  
Methodological Challenge ◽  
Pedagogical Challenge

Informal learning has always been part of humankind, but only in recent decades has it attracted the attention of educational researchers. This chapter examines four challenges (conceptual, methodological, institutional, and pedagogical) related to informal learning. The section on the conceptual challenge addresses the distinctions between informal learning, informal teaching, and informal education, and identifies three forms of informal learning: self-directed, incidental, and tacit. The section on the methodological challenge discusses the difficulties of researching informal learning (particularly incidental and tacit forms), describes an approach to elicit informal learning, and presents a critical analysis of its strengths and limitations. The section on the institutional challenge discusses issues related to the assessment and recognition of informal learning. Finally, the section on the pedagogical challenge highlights the potential of informal education to nurture informal learning.

Perceived Challenges and Opportunities of Digital Games

2021 ◽  
pp. 237-256
Author(s):  
Khalifa Alshaya ◽  
Pamela Beck
Keyword(s):  
Data Analysis ◽  
Qualitative Study ◽  
Digital Games ◽  
The Other ◽  
Teaching Philosophy ◽  
Teachers Experiences ◽  
Challenges And Opportunities ◽  
And Training ◽  
Support Time ◽  
Pedagogical Challenge

This qualitative study explored the perceived challenges ELL teachers encounter when using and implementing digital games as educational tools. Six ELL teachers were interviewed, and a phenomenological lens was used to analyze the data. The synthesis of textural and structural meanings and essences as a last step of phenomenological data analysis lead to two major findings of ELL teachers' experiences with digital games: logistical and pedagogical. The findings indicate that there is a lack of resources, support, time, and overwhelming choices that characterize the logistical challenges. On the other hand, ELL teachers teaching philosophy, curriculum, and training highlights the pedagogical challenge of incorporating digital games.

Plagiarism, Instruction, and Blogs

2009 ◽  
pp. 1251-1261
Author(s):  
Michael Hanrahan
Keyword(s):  
Intellectual Property ◽  
Learning Communities ◽  
Appropriate Use ◽  
Point Of Departure ◽  
Pedagogical Challenge

This chapter takes as its point of departure the Colby, Bates, and Bowdoin Plagiarism Project (http://ats.bates.edu/cbb), which sought to approach the problem of undergraduate plagiarism as a pedagogical challenge. By revisiting the decision to publish the project’s content by means of a weblog, the article considers the ways in which weblogs provide a reflective tool and medium for engaging plagiarism. It considers weblog practice and use and offers examples that attest to the instructional value of weblogs, especially their ability to foster learning communities and to promote the appropriate use of information and intellectual property.

scholarly journals Israel-Palestine: The pedagogical challenge

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Donald Grayston ◽  
Dave Chang
Keyword(s):  
Public Education ◽  
Interest Groups ◽  
Special Interest Groups ◽  
Ministry Of Education ◽  
Complex Issue ◽  
The Past ◽  
Anti Semitism ◽  
Pedagogical Approaches ◽  
Pedagogical Challenge ◽  
The Way

The Israeli-Palestinian conflict began in a critical sense in 1948 and continues to this day.  An understanding of this continuing dispute requires knowledge of its historical, political, religious, demographic, emotional and geopolitical dimensions, and of the way anti-semitism figures in how people engage in discussions of the Middle-East.  After sketching out these realities, we consider how disagreement over the framing of the past generates disagreement over visions of the future.  Drawing on the work of Jakob Feldt and Ilan Gur-ze’ev, among others, we highlight the challenges posed to educators in regard to how each of the two major narratives, Israeli and Palestinian, compete with the Other’s account of their shared and fractured history.  Using an incident involving the British Columbia Ministry of Education as a reference point, we explore the way special interest groups engage with the realm of public education, as well as the challenge of deconstructing conflicting historical interpretations.  The paper suggests some pedagogical approaches for moving beyond the contesting of histories and for the development of better-grounded student involvement with this complex issue.

scholarly journals Educating for Intellectual Virtue: A Critique from Action Guidance

Episteme ◽  
2019 ◽  
pp. 1-23 ◽  
Author(s):  
Ben Kotzee ◽  
J. Adam Carter ◽  
Harvey Siegel
Keyword(s):  
Critical Thinking ◽  
Virtue Epistemology ◽  
Philosophy Of Education ◽  
Intellectual Virtue ◽  
Primary Role ◽  
Intellectual Virtues ◽  
Effective Pedagogy ◽  
Further Development ◽  
Action Guidance ◽  
Pedagogical Challenge

Abstract Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr's picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking. In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education.

scholarly journals The Godparent Plan: A Pedagogical Strategy for CS1 Accompaniment and CS2 Pedagogical Enhancement

2018 ◽  
Vol 8 (1) ◽  
pp. 43
Author(s):  
Pedro Guillermo Feijóo-García ◽  
Carlos Hernán Ortíz-Buitrago
Keyword(s):  
Programming Language ◽  
First Semester ◽  
Pedagogical Strategy ◽  
Pedagogical Challenge

Courses such as CS1 and CS2 can present an interesting pedagogical challenge when it comes to the theory-practice relationship, along with aspects that involve the course's logistics, the programming language used, and the characteristics of the students involved in the process. This study presents an innovative didactic approach, oriented towards the accompaniment of CS1 students by CS2 students at Universidad El Bosque, Colombia, seeking with this Godparent Plan, to provide a personalized accompaniment to first semester students, whereby CS2 students enhance their domain over concepts and skills while accompanying, explaining and teaching younger peers. The results of this study are favorable, outlining a didactic scheme that can be adapted and replicated in other curricular scenarios.

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