Teaching as invasion: emotions, boundaries and entanglements

2020 ◽  
Vol 19 (4) ◽  
pp. 479-491
Author(s):  
Erin B. Stutelberg
Keyword(s):  
Teaching And Learning ◽  
Open Space ◽  
English Teachers ◽  
New Materialism ◽  
Content Type ◽  
Teacher Student Relationships ◽  
Memory Work ◽  
Teacher Student ◽  
Everyday Classroom ◽  
Collective Memory Work

Purpose This paper aims to engage nine women English teachers in exploring their personal memories centered around the perception of their raced, classed and gendered teacher bodies, and led them to conceptualize teaching as invasion. Design/methodology/approach The process of collective memory work (CMW), a qualitative feminist research method, was used to structure collaborative sessions for the nine women English teachers. In these sessions, the group took up the CMW process as the memories were written, read, analyzed and theorized together. Findings The analyses of two memories from our group's work builds understanding of how the use of new materialism and a conceptualization of emotions as social, collective and agentic, can expand the understanding of the teacher bodies and disrupt normalizing narratives of teaching and learning. The post-humanist concept of intra-action leads one to better understand the boundaries in the teacher – student relationships that is built/invaded, and to see the ways materials, humans, emotions and discourses are entangled in the teaching encounters. Originality/value This study demonstrates how sustained and collective research methodologies like CMW can open space for teachers to more fully explore their identities, encounters and relationships. Further, unpacking everyday classroom moments (through the framework of literacy-as-event) can yield deep and critical understanding of how bodies, emotions and non-human objects all become entangled when teaching becomes an act of invasion.

scholarly journals The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs

2021 ◽  
Vol 23 (2) ◽  
pp. 215-230
Author(s):  
Maritza Rosas-Maldonado ◽  
Macarena Durán-Castro ◽  
Annjeanette Martin
Keyword(s):  
Teaching And Learning ◽  
English Teachers ◽  
Main Concern ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers Beliefs ◽  
Multiple Case ◽  
Language Context ◽  
Apprenticeship Of Observation

Teachers’ past learning experiences, also referred to as “apprenticeship of observation,” can affect their beliefs and, in turn, their teaching practices. This study focused on the apprenticeships of observation of Chilean novice English teachers and sought to identify the possible influence of their past English teachers on their teaching and learning views in an English as a foreign language context. The qualitative multiple case study design gathered the narratives of 18 teachers using an open-ended survey and in-depth interviews. Results showed that the teachers’ apprenticeship of observation influenced their socio-emotional and affective views on teaching with a main concern on teacher-student relationships. From a sociocultural perspective, it was found that feelings associated with these experiences helped them understand their own practice.

scholarly journals Doing memory work with older men: the practicalities, the process, the potential

2016 ◽  
Vol 20 (4) ◽  
pp. 209-213 ◽  
Author(s):  
Vic Blake ◽  
Jeff Hearn ◽  
Randy Barber ◽  
David Jackson ◽  
Richard Johnson ◽  
...  
Keyword(s):  
Design Methodology ◽  
Work Group ◽  
Older Men ◽  
Content Type ◽  
Memory Work ◽  
Key Issues ◽  
Collective Commitment ◽  
Personal Level ◽  
Collective Memory Work ◽  
Men And Masculinities

Purpose The purpose of this paper is to describe the process of setting up and participating in a collective memory work group of older men, with a focus on the making and unmaking of older men and masculinities through age, ageing, gender, gendering, and other intersections. Design/methodology/approach Participant review and reflection on collective of memory work group of older men. Findings Memory work is located in relation to related but different forms of writing and group work, emphasizing how in this method everyone becomes a writer, an author, a listener, a reader, a discussant, and a commentator. This provides a novel way to explore the constructions and intersections of ageing, gender, men, and masculinities. Social implications The potential of memory work, both for working with older men, and more generally is outlined. Key issues are: genuine and collective commitment to substantive change, not just at a personal level, but also at wider social/political/cultural levels; willingness to trust in the other members of the group, an issue that may be difficult for some men; and commitment for caring for one another especially in their moments of greatest vulnerability. Originality/value There is little, if any, other writing on this approach to ageing, men, and masculinities. The paper is therefore of great value, and may stimulate wider application of this approach.

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

scholarly journals Emergency online school learning during COVID-19 lockdown: A qualitative study of adolescents’ experiences in Italy

2022 ◽  
Author(s):  
Iana Tzankova ◽  
Christian Compare ◽  
Daniela Marzana ◽  
Antonella Guarino ◽  
Immacolata Di Napoli ◽  
...  
Keyword(s):  
High School ◽  
Content Analysis ◽  
Collaborative Learning ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Online School ◽  
School Learning

AbstractThe COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.

Child-Centred Learning in Praxis

2018 ◽  
pp. 301-335
Author(s):  
Rohini Ram Mohan
Keyword(s):  
Student Relationships ◽  
Teacher Student Relationships ◽  
Use Of Time ◽  
Teacher Student ◽  
Time Space ◽  
Classroom Processes ◽  
Space Objects ◽  
Satellite Schools ◽  
Everyday Classroom

Placing the larger concepts of MGML, the notions of child-centred learning and key ideas of J. Krishnamurti on education at the centre of analysis, this chapter documents the translation of these concepts in everyday classroom life in a rural context of the satellite schools of Rishi Valley. It explores the ‘School in a box’ tool used in these schools and its instrumentality in engendering classroom processes that re-center the child’s autonomy in the learning process by rearranging the use of time, space, objects, and teacher-student relationships in the classroom. It also explores the learning and living continuum between the school and community life, and corporeal experience of learning in the MGML classroom. It also discusses the challenges in the classroom including the management of multiple learning contexts in the MGML classroom and the dual role of the teacher as facilitator and continuous assessor.

scholarly journals Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies

2018 ◽  
Vol 6 (1) ◽  
pp. 133
Author(s):  
Tanzin Ara Ashraf
Keyword(s):  
Saudi Arabia ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
First Year ◽  
First Year Students ◽  
Teacher Student Relationships ◽  
Effective Teaching Strategies ◽  
Teacher Student ◽  
And Mathematics

This paper is based on action research carried out in King Khalid University, Saudi Arabia. The purpose of this study is to investigate the vital issues related to the teaching of English in Saudi Arabia. Some major problems include: influence of mother tongue, less exposure to English in day to day life, attitude towards teaching and learning English, lack of recent trends of EFL teaching, enrolling larger number of students in EFL classes and failure of creating effective teaching environment. The research is conducted among the first year students of Chemistry and Mathematics of King Khalid University, studying Intensive English (Blended Course) as university requirement for 12 hours a week for 15 weeks. The study proposes some remedial measures which recommend introducing English from the beginning of primary level, modern and effective teaching strategies, selecting appropriate textbooks, building sound teacher-student relationships and implementing diverse assessment methods.

scholarly journals Equality in education

2005 ◽  
Vol 3 (2) ◽  
pp. 131-164 ◽  
Author(s):  
Kathleen Lynch ◽  
John Baker
Keyword(s):  
Teaching And Learning ◽  
Integrated Approach ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Wide Range ◽  
Assessment Systems ◽  
Discrete Area ◽  
Key Dimensions ◽  
Inclusive Processes ◽  
Equality In Education

Transforming schools into truly egalitarian institutions requires a holistic and integrated approach. Using a robust conception of ‘equality of condition’, we examine key dimensions of equality that are central to both the purposes and processes of education: equality in educational and related resources; equality of respect and recognition; equality of power; and equality of love, care and solidarity. We indicate in each case some of the major changes that need to occur if we are to promote equality of condition. Starting with inequalities of resources, and in particular with inequalities tied to social class, we argue for abandoning rigid grouping policies, challenging the power of parents in relation to both selection and grouping, and changing curricula and assessment systems to make them more inclusive of the wide range of human intelligences. In relation to respect and recognition, we call for much more inclusive processes for respecting differences, not only in schools’ organizational cultures, but also in their curriculum, pedagogy and assessment systems. Regarding inequalities of power, we call for democratization of both teacher-student relationships and school and college organization. For promoting equality of love, care and solidarity, we argue that schools need to develop an appreciation of the intrinsic role that emotions play in the process of teaching and learning, to provide a space for students and teachers to talk about their feelings and concerns, and to devise educational experiences that will enable students to develop their emotional skills or personal intelligences as a discrete area of human capability.

scholarly journals Transition from Primary to Secondary School Mathematics: Students’ Perceptions

2012 ◽  
Vol 2 (1) ◽  
pp. 31-43
Author(s):  
Catherine Attard
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
First Year ◽  
Mathematics Students ◽  
Longitudinal Case Study ◽  
Student Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
South Wales ◽  
Pedagogical Relationship

During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.

What influences teachers' self-efficacy in East Asia? Evidence from the 2018 Teaching and Learning International Survey

2021 ◽  
Vol 49 (5) ◽  
pp. 1-13
Author(s):  
Yi An ◽  
Li Li ◽  
Xiaoman Wei
Keyword(s):  
East Asia ◽  
Hierarchical Linear Modeling ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Social Utility ◽  
School Level ◽  
International Survey ◽  
Linear Modeling ◽  
Teacher Student Relationships ◽  
Teacher Student

Teachers' self-efficacy plays an essential role in shaping an effective teaching and learning environment. We investigated the factors influencing teachers' self-efficacy in three typical and influential East Asian countries: China, Japan, and South Korea. Data were sourced from the 2018 Teaching and Learning International Survey. We used hierarchical linear modeling to examine the effects of teacher-and school-level factors on teachers' self-efficacy. Results show that teaching years, teaching practices, disciplinary climate, teacher–student relationships, job satisfaction, and social utility motivation to teach were significantly associated with teachers' selfefficacy in each location. In addition, at the school level, teachers in China who worked in private and urban schools had higher self-efficacy than those who worked in public and rural schools. Implications for improving teachers' self-efficacy in East Asia are discussed.

scholarly journals Democracy in the classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 181-194
Author(s):  
Tony Leach
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Third Space ◽  
Democratic Citizenship ◽  
Student Relationships ◽  
Role Identities ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
School Democracy

This article presents the case for a progressive education that embraces notions of democratic values in the classroom, and an education for democratic citizenship. Informed by John Dewey’s and Martin Buber’s philosophies of education, and Homi Bhabha’s concept of ‘third space’ work, the article examines the problematic and contested issues of emancipation and empowerment for learning in the classroom and across the school. Democracy in schooling requires a learning environment where teachers and students are encouraged and empowered to engage in mutual dialogue over matters to do with teaching and learning. Acknowledging this requirement, and the traditional agential and power-related positioning of teacher–student relationships and role identities in the classroom and across the school, this article argues for the creation of learning environments where classroom practice is democratically ‘top-down’ teacher-guided and ‘bottom-up’ student-informed.

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