Dialogue, Knowledge, and Teacher‐Student Relations: Freirean Pedagogy in Theory and Practice

2005 ◽  
Vol 49 (3) ◽  
pp. 344-364 ◽  
Author(s):  
Lesley Bartlett
Keyword(s):  
Theory And Practice ◽  
Teacher Student ◽  
Freirean Pedagogy

scholarly journals The importance of respecting the learning styles in the teaching process: An example of Kolb's model of experiential learning

Norma ◽  
2021 ◽  
Vol 26 (1) ◽  
pp. 67-79
Author(s):  
Lana Tomčić
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Difficulties ◽  
Theory And Practice ◽  
Learning Theories ◽  
Teaching Process ◽  
Analysis Techniques ◽  
Teacher Student ◽  
Common Learning

The aim of this paper is to point out the importance of knowing and respecting the learning styles in the teaching process through the presentation of Kolb's model of experiential learning. The goal is achieved at the theoretical level, using the method of theoretical analysis and content analysis techniques, starting from the analysis of concepts and classifications of learning styles in the most common learning theories, through different ways of respecting learning styles to Kolb's model of experiential learning. Knowledge of learning styles is of multiple importance for pedagogical theory and practice: the acquired knowledge contributes to better knowledge and understanding of students, their way of learning, the quality of teacher-student interaction, but also to shedding light on the causes of learning difficulties and preventing school failure.

Video Feedback on Practicum

2017 ◽  
pp. 113-139 ◽  
Author(s):  
Shirley O'Neill ◽  
Christopher Dann
Keyword(s):  
Preservice Teachers ◽  
Community Of Inquiry ◽  
Literacy Learning ◽  
Video Feedback ◽  
Theory And Practice ◽  
Questioning Strategies ◽  
Teacher Student ◽  
Context Of Learning ◽  
The Impact

This chapter highlights how the use of video feedback can support preservice teachers' understanding of how to improve the ways in which they scaffold and monitor students' literacy learning, gather formative assessment data in relation to set goals and make connections between educational theory and practice. It examines the contemporary shift towards democratic pedagogies in the context of learning in social constructivist environments and the need for preservice teachers to be aware of the impact of the teacher/student dialogues they create on the quality of pedagogy and students' learning. Preservice teachers' analysis of their pedagogical dialogue not only raises their awareness of the quality of dialogic turn-taking and questioning strategies but makes their associated ‘cognitive moves' explicit for their critical reflection, along with their use of the underpinning metalanguage. The chapter acknowledges the importance of preservice teachers' compilation of rich pedagogical data during practicums and shows how this contributes to deepening their learning. Similarly, it argues that emergent data are central to creating a dialogic community of inquiry where all practicum stakeholders are drawn into a process of learning and knowledge building.

Identity work in entrepreneurship education: Activating, scripting and resisting the entrepreneurial self

2019 ◽  
Vol 38 (4) ◽  
pp. 271-292 ◽  
Author(s):  
Signe Hedeboe Frederiksen ◽  
Karin Berglund
Keyword(s):  
Identity Construction ◽  
Entrepreneurship Education ◽  
Identity Work ◽  
Theory And Practice ◽  
The Self ◽  
Student Interactions ◽  
Teacher Student ◽  
Depth Analysis ◽  
Teacher Student Interactions ◽  
Alternative Identities

Entrepreneurship education (EE) theory and practice show increasing interest in the concept of identity work as integral to entrepreneurial learning. EE offers various approaches to guiding students towards entrepreneurial identities, but critics note that these meet neoliberal manifestations of the entrepreneurial self, leaving little room for alternative identities to be cultivated in EE. Concerned with this critique, we aim to contribute to the EE literature through a detailed investigation of the identity work practices enacted in a case of EE, which explicitly seeks to facilitate the entrepreneurial identity construction of students. Through an in-depth analysis of teacher–student interactions, we identify three practices: setting new rules to activate the entrepreneurial self, playing by the rules by figuring the script and bending the rules protecting the self. Our analysis highlights the significance of resistance and notions of authenticity, which leads us to rethink the meaning and conditions of entrepreneurial identity work in EE.

Formação de Professor e as Estruturas Multiplicativas: em Busca de Elementos Potencializadores da Aprendizagem Docente

2017 ◽  
Vol 10 (2) ◽  
pp. 107
Author(s):  
Aparecido dos Santos
Keyword(s):  
Teacher Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Sao Paulo ◽  
Theory And Practice ◽  
São Paulo ◽  
Teacher Student ◽  
Student Relationship ◽  
Process Elements ◽  
Multiplicative Structures

O objetivo do presente estudo é o de identificar possíveis indícios de aprendizagem docente em um processo formativo com dimensões colaborativas. O processo de formação se pautou em dois pilares: na reflexão sobre o ensino e aprendizagem das estruturas multiplicativas e nas estratégias formativas empreendidas para o seu desenvolvimento (ação-reflexão-ação) a partir da análise da prática docente. O estudo foi realizado com um grupo de 14 professoras, atuantes nos anos iniciais do Ensino Fundamental, de uma escola pública na cidade de São Paulo. Os resultados apontam que, para além, da ação e reflexão sobre a prática, que permitiu proceder análises conceituais, didáticas e cognitivas que, em última análise, qualificaram o repertório teórico-prático para o ensino das estruturas multiplicativas, foi possível identificar nos relatos descritos pelas participantes, na avaliação final do processo formativo, elementos que, a meu ver, foram potencilizadores e indicaram indícios da aprendizagem docente. Essa aprendizagem, na voz das professoras, se deu na interface de quatro dimensões: (a) na relação professor- aluno, (b) na relação professor-professor- formadores, (c) na relação teoria e prática, e (d) na reflexão sobre a prática pedagógica.Palavras-chave: Processo Formativo. Aprendizagem Docente. Reflexão. Prática. AbstractThe objective of the present study is to identify possible evidence of teacher learning in a formative process with collaborative dimensions. The formation process was based on two pillars: reflection on the teaching and learning of multiplicative structures and the formative strategies undertaken for its development (action-reflection-action) from the analysis of teaching practice. The study was performed with a group of 14 teachers, active in the initial years of Elementary School, of a public school in the city of São Paulo. The results show that, in addition to the action and reflection on the practice, which allowed us to proceed with conceptual, didactic and cognitive analyzes that ultimately qualified the theoretical-practical repertoire for the teaching of multiplicative structures, it was possible to identify in the described narratives by the participants, in the final evaluation of the formative process, elements that, in my view, were definitive and indicated indications of teacher learning. This learning, in the teachers’ voice, took place in the four-dimensional interface: (a) in the teacher-student relationship, (b) in the teacher-teacher-formers relationship, (c) in the relation theory and practice, and (d) reflection on pedagogical practice.Keywords: Formative Process. Teacher Learning. Reflection. Practice

scholarly journals Authentic Assessment in the Listening Comprehension Classroom: Benefits and Implications

2019 ◽  
pp. 6-30
Author(s):  
Henry Sevilla Morales ◽  
Lindsay Chaves-Fernandez
Keyword(s):  
College Students ◽  
Data Collection ◽  
Listening Comprehension ◽  
Authentic Assessment ◽  
Theory And Practice ◽  
Self Assessment ◽  
Teacher Student ◽  
Emerging Themes ◽  
Criterion Referenced ◽  
The University

This research paper discusses the benefits and implications of bringing authentic assessment into listening comprehension classes. The study was run in 2016 based on a QUAL-Quan model to research and included 38 college students enrolled in a listening comprehension class at an English Teaching Major (ETM) from the University of Costa Rica (UCR). Data collection instruments included plans of improvement, portfolios, self-assessment forms, teacher-student conferences, verbal calls, and impromptu reflections. Data were validated through several procedures and analyzed in the form of emerging themes from the information collected. Findings are that authentic assessment can and should be used more in listening comprehension classes to bring assessment and instruction together, as well as to provide opportunities for skills integration. The study yields implications for theory and practice, and it constitutes a proposal to move from traditional to process evaluation, and from norm-referenced testing towards more criterion-referenced assessment. Nonetheless, the aim should not necessarily be a radical ‘no’ to paper-and-pencil tests, but a more balanced use in combination with other strategies so that assessment becomes more reliable, valid, fair, and authentic for all EFL actors involved. Keywords: authentic assessment, testing, listening comprehension, portfolio, weekly plans

scholarly journals A formação de professores para o início da escolarização: uma reflexão a partir da abordagem sociocultural construtivista

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Mírian Raposo ◽  
Diva Maciel
Keyword(s):  
Active Role ◽  
First Grade ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Teacher Formation ◽  
Public Network ◽  
Teacher Student ◽  
Grade Teacher ◽  
Distrito Federal ◽  
Practice Knowledge

Este artigo faz parte de um estudo mais amplo, sobre formação de professores, que investigou os processos envolvidos na aprendizagem do professor que o ajudam a transformar os conhecimentos teóricos e práticos tratados no curso em ferramenta para organização de seu trabalho pedagógico. O estudo, baseado nos pressupostos teóricos e metodológicos da abordagem sociocultural construtivista, foi desenvolvido em um curso de Pedagogia semipresencial, oferecido pela UnB, para professores da rede pública de ensino do Distrito Federal. Aqui apresentamos os fundamentos teóricos e a organização pedagógica do curso e os resultados co-construídos com coordenadores e com uma aluna, professora da 1ª série do ensino fundamental. Por meio de análise documental, observação participante e entrevistas semi-estruturadas, identificamos o processo de aprendizagem e co-construção de conhecimento da professora-aprendiz, analisados por meio de três categorias teóricas, quais sejam: o exercício reflexivo, o papel ativo do aprendiz e o papel do outro. Palavras-chave: Formação de professor; Abordagem sociocultural construtivista; Relação teoria e prática. Abstract This article is part of a broader study on teacher formation, which investigated the process involved into learning and help him/her to transform theory and practice knowledge treated on the formation course into tools to organize his/her pedagogical work. The study, based on methodological and theoretical supports of sociocultural constructivism, was developed in a semi-presential Pedagogy course, offered by UnB, to public network teachers of Distrito Federal. In here, we present the theoretical foundations and pedagogical organization of the course and the co-built results with course coordinators and a female student, first grade teacher in an elementary school. By means of documental analysis, observation and semi-structured interviews, we identified the learning process and the co-build knowledge of the teacher-student, analyzed by three theoretical categories, such as: reflexive exercise; student's active role; and the role of the other. Keywords: teacher training; sociocultural constructivism; theorypractice relationships.

scholarly journals Implementation of blended education at the faculty of philology

2021 ◽  
pp. 48-52
Author(s):  
Valerii Budak ◽  
Svitlana Zaskaleta ◽  
Oksana Oleksyuk
Keyword(s):  
Blended Learning ◽  
Classroom Teacher ◽  
Cognitive Activity ◽  
Learning Technologies ◽  
Theory And Practice ◽  
Face To Face ◽  
University Teachers ◽  
Teacher Student ◽  
Main Components ◽  
Independent Work

This study emphasizes the need for innovation in pedagogical theory and practice. It highlights the theoretical and methodological foundations of the organization of blended learning in English teaching. The authors confirm a detailed theoretical basis, offer a model of blended learning in foreign language lessons for FLS. A blended approach to learning is one of the most relevant educational technologies today, as it allows you to take advantage of the flexibility and convenience of distance learning and the benefits of traditional forms of learning. As a result of theoretical analysis and experience of university teachers in a blended form of education, aspects that have remained outside of research are revealed. This includes the methodological potential of the organization of independent cognitive activity of FLS. The realization of this idea is impossible without the development and implementation of appropriate learning technologies. Three main components of the blended learning model that are used in the modern educational environment are identified: – face-to-face training (face-to-face) is a traditional format of classroom teacher-student; – self-study learning – involves independent work of students: search for materials using a resource map, online search, etc .; – online learning (online collaborative learning) – the work of students and teachers online, for example, through Internet conferences, Skype or wiki, etc.

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