Images of School Times: Organizing Rhythms, Revealing Pedagogies

2020 ◽  
Vol 19 (4) ◽  
pp. 531-540
Author(s):  
Guillermo Marini ◽  
Juan David Rodríguez Merchán
Keyword(s):  
Elementary Schools ◽  
Visual Culture ◽  
Visual Experience ◽  
Pedagogical Practices ◽  
Organizational Variable ◽  
Different Dimensions

Among the different dimensions of visual experience that schools organize, model and reproduce, time is one of the least researched. Through the analysis of four images from four different elementary schools in Santiago, Chile, this visual essay explores ways in which the visual culture of schools refers to time, both as an organizational variable and as an interpersonal condition that, in turn, can be associated with different pedagogical practices.

Are Teaching Practices Suitable for Classes of Six-Year-Old Children?

2016 ◽  
pp. 183-195
Author(s):  
Gisela Wajskop
Keyword(s):  
Elementary Schools ◽  
Action Research ◽  
Public Education ◽  
Young Children ◽  
Education System ◽  
Teaching Practices ◽  
Basic Education ◽  
Preschool Education ◽  
Pedagogical Practices ◽  
Teacher Students

The present study is the result of an investigation carried out for eight months, from March to October 2006, comprises Grade 1 classes at the São Paulo Public Education System, Brazil. Forty teacher students performing literacy activities during their pre-service activities simultaneously conducted this action research in 40 Grade 1. Six-year-old children were moved from preschool education to elementary schools since 2006 in order to respect the legal determinations defined by the Lei de Diretrizes e Bases da Educação Nacional (Brasil, 1996), which expanded basic education from 8 to 9 years. Such democratic governmental action, however, has raised issues concerning the way very young children are taught in a typically school-like context. From this perspective, our study enables us to raise sociocultural problems regarding the non-inclusive pedagogical practices in use. Results show non-inclusive pedagogical practices, as well some paths to change this educational setting.

Ex-centric Cinema: Machinic Vision in the Powers of Ten and Electronic Cartography

2012 ◽  
Vol 18 (1) ◽  
pp. 99-119 ◽  
Author(s):  
Janet Harbord
Keyword(s):  
Visual Culture ◽  
Google Earth ◽  
The Body ◽  
Educational Film ◽  
Space Travel ◽  
Cultural Form ◽  
Different Dimensions ◽  
The Spectator ◽  
The Relationship ◽  
Made In

After a century of cinema, accounts of this cultural form see it as divided between documentation and animation (the real and the magical). Yet the challenge that cinema presented in terms of a relocation of perception from the eye to the machine has become occluded. The shock of cinema in its earliest manifestations resided in the body of the spectator, no longer the site of primary perception, but dependent on an other (the camera, the projector) lacking in human qualities. This article argues that the newly configured body–machine relationship provided by cinema became a marginalized feature of cinematic culture, an ex-centric cinema relegated to the sub-fields of science and educational film. In the mid-20th century the project surfaces spectacularly in the work of pioneering designers Charles and Ray Eames, most poignantly in their film Powers of Ten (first made in 1968, remade in 1977) , a journey into the cosmos and back again into the body of a man. Bringing together discourses of space travel, cartography, physics and cinema, the film moves us towards an understanding of visual culture as an apparatus of calculated possibilities, where visualization replaces representation. If we take the Powers of Ten as a non-representational film, an ex-centric cinematic practice, we uncover non-linear and non-representational ways of apprehending the relationship between bodies and matter. This literal line of flight is one path that cinema may have taken. Its presence, however, is detectable outside of the cinema, in the software programs of electronic cartography copyrighted as Google Earth. The human body is not made virtual by its engagement with calculated visualization but is in turn part of the field of enquiry, equally porous, and definable in various scales and in different dimensions.

scholarly journals Reverse mentoring and peer coaching as professional development strategies

2018 ◽  
Vol 20 (2) ◽  
pp. 162-169
Author(s):  
Nohora Inés Porras ◽  
Lenys Smith Díaz ◽  
Marlen María Nieves
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Peer Coaching ◽  
Pedagogical Practices ◽  
Pedagogical Tools ◽  
Theoretical Foundations

Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner’s future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty & Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of peer coaching and reverse mentoring, this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students’ language learning. 

scholarly journals English Teachers' Conceptual Knowledge and Pedagogical Practices on Student-Centered Learning in Primary Schools in Denpasar Municipality

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Candra Dewi
Keyword(s):  
Elementary Schools ◽  
Primary Schools ◽  
Conceptual Knowledge ◽  
English Teachers ◽  
Pedagogical Knowledge ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Student Centered Learning ◽  
Public Elementary Schools ◽  
Child Centered

This study aims at (1) describing the conceptual pedagogical knowledge of the English teachers in public elementary schools in Denpasar municipality on child-centered learning, (2) describing the pedagogical practices of the English teachers in public elementary schools in Denpasar municipality on child-centered learning, and (3) describing the relation of English teachers’ conceptual pedagogical knowledge and pedagogical practices in the context of child-centered learning in public elementary schools in Denpasar municipality. The subjects who are under investigation in the study are three English primary teachers from three public primary schools in Denpasar municipality. The type of this study is embedded mixed method which was adapted from Creswell (2012). The instruments used to collect the data in this study are observation sheet, questionnaire, and interview guide. The result of the questionnaire shows that the Teachers have very strong concept on child-centered learning as the mean score is in the range of 3.3335 ≤ M ≥ 4.0005. This was contradicted with the data obtained from the classroom observation in which implementation of child-centered learning was low implemented. It indicated that there was tendency of inconsistent between teachers' conceptual knowledge and their practices on child-centered learning

scholarly journals Percepción de estudiantes de Pedagogía en Educación Física hacia sus profesores (Pedagogy in Physical Education students’ perception of their teachers)

Retos ◽  
2017 ◽  
pp. 143-147
Author(s):  
Felipe Poblete-Valderrama ◽  
Luis Linzmayer Gutierrez ◽  
Carlos Matus Castillo ◽  
Alex Garrido Mendez ◽  
Carol Flores Rivera
Keyword(s):  
Biological Sciences ◽  
Physical Education ◽  
Pedagogical Practices ◽  
Education Students ◽  
Four Dimensions ◽  
Physical Education Students ◽  
Negative Perceptions ◽  
Different Dimensions ◽  
Pre Service Teacher ◽  
Estudiantes Universitarios

La investigación determina y compara la percepción de estudiantes universitarios de la carrera de Pedagogía Educación Física (EF) hacía sus profesores en distintas dimensiones que tributan al proceso de formación inicial docente. El estudio evaluó a 115 estudiantes a quienes se les aplicó un cuestionario, Cea, et al (2014), que consideró cuatro dimensiones: 1) Prácticas Pedagógicas, 2) Área Educacional, 3) Área Disciplinar (Deportes), 4) Área de Ciencias Biológicas. Los resultados muestran diferencias estadísticamente significativas entre las percepciones tanto positivas como negativas de los estudiantes hacía sus profesores en las dimensiones señaladas.Abstract: This research determines and compares the perception that university students from the career of Physical Education Pedagogy (EF) have of their teachers, according to different dimensions resulting from their pre-service teacher training. Our study evaluated 115 students, who responded a questionnaire (Cea et al., 2014) composed of four dimensions: 1) Pedagogical Practices, 2) Educational Area, 3) Disciplinary Area (Sports), 4) Biological Sciences Area. Results show statistically significant differences between students’ positive and negative perceptions of their teachers in the indicated dimensions.

scholarly journals Formação de professores 2.0: a gamificação como ferramenta do ensino lúdico em escolas da região Amazônica

2021 ◽  
Author(s):  
Aimeê Miranda Ribeiro Miranda Ribeiro ◽  
Benedito De Souza Ribeiro Neto
Keyword(s):  
Elementary Schools ◽  
Educational Games ◽  
Digital Games ◽  
Initial Result ◽  
The State ◽  
Pedagogical Practices ◽  
Educational Technologies ◽  
Regional Context ◽  
Computer Tools

The present work aims to describe the process of training teachers in the municipal teaching network of a city in the state of Pará in the development of digital games through the Scratch platform as an instrument for learning ludification, allowing teachers to enhance the skills and competences of their students in an interactive and enjoyable way. This action made it possible for teachers who did not use computer tools in the classroom to incorporate games of their own authorship and of a regional context in their pedagogical practices. As an initial result of the Extentionist project, it was possible to generate a portfolio of eight educational games, demonstrating the importance of games education as a tool for guiding new educational technologies necessary to leverage learning in elementary schools in the interior of the State of Pará.

Visual Culture and Scopic Custom in Jane Eyre and Villette

1998 ◽  
Vol 26 (2) ◽  
pp. 369-394 ◽  
Author(s):  
Jane Kromm
Keyword(s):  
Visual Culture ◽  
Charlotte Bronte ◽  
Visual Experience ◽  
Fine Arts ◽  
Social Constraints ◽  
Jane Eyre ◽  
Feminist Critique ◽  
Art Making ◽  
Gendered Patterns ◽  
Cultural Dynamic

Art making and art viewing activities steeped in assumptions about gender recur throughout Jane Eyre and Villette. This paper will argue that Charlotte Bronte developed these fine arts devices as part of a carefully crafted feminist critique of spectatorship and representation. Bronte pursued this end by demonstrating that incidents relating to the production and reception of visual culture were relevant for visual experience more broadly understood by linking these events in the narrative to “scopic custom”; that is, the art experiences of Bronte's characters are presented as occurring in relation to the customary, gendered patterns of looking and being looked at which dominated Victorian society. This strategic interweaving of visual culture with scopic custom allows Bronte to accentuate their interdependence as a socio-cultural dynamic of critical significance, and to illuminate their share in the cultural and social constraints affecting women as producers and objects of representation.

scholarly journals Aspectos de trajetórias de professoras rurais no Paraná (1957-1979)

2018 ◽  
Vol 17 (2) ◽  
pp. 365 ◽  
Author(s):  
Rosa Lydia Teixeira Corrêa
Keyword(s):  
Elementary Schools ◽  
Elementary Teachers ◽  
Working Conditions ◽  
Public Service ◽  
Rural Areas ◽  
Department Of Education ◽  
Pedagogical Practices ◽  
Initial Formation ◽  
City Hall ◽  
The City

A proposta deste artigo é analisar aspectos da trajetória de professoras que atuaram em escolas primárias na zona rural, no município de Bocaiúva do Sul, no Estado do Paraná, entre os anos de 1957 e 1979. Os dados a serem trazidos neste trabalho resultam de levantamento feito junto ao Departamento de Educação da prefeitura desse município, como também de depoimentos orais obtidos por meio de entrevistas, além de documentos, como legislação, histórico escolar e portaria de admissão ao serviço público. Os resultados mostram a incipiente formação inicial dessas professoras e a gradativa formação profissional em curso normal regional. Também revelam aspectos concernentes às práticas pedagógicas desenvolvidas pelas mestras em salas de aula com turmas multisseriadas e às condições de trabalho dessas professoras, que exerciam múltiplas funções, além de garantir, em certos casos, material de escrita para o alunado.Palavras-chave: Professoras primárias. Zona rural. Paraná.AbstractThe purpose of this article is to analyze aspects of the trajectory of teachers who worked in elementary schools in rural areas, in the municipality of Bocaiúva do Sul, in the State of Paraná, between the years 1957 and 1979. The data to be brought in this work result from a survey done together with the Department of Education of the city hall of this municipality, as well as oral testimonies obtained through interviews, as well as documents such as legislation, school transcript and public service admission decree. The results show the incipient initial formation of these teachers and the gradual professional formation in teacher-training regional course. They also reveal aspects concerning the pedagogical practices developed by the teachers in classrooms with multi-series classes and the working conditions of these teachers, who had multiple functions, besides guaranteeing, in certain cases, writing material for the student.Keywords: Elementary teachers. Countryside. Paraná. ResumenLa propuesta de este artículo es analizar aspectos de la trayectoria de profesoras que actuaron en escuelas primarias en la zona rural, en el municipio de Bocaiúva del Sur, en el Estado de Paraná, entre los años 1957 y 1979. Los datos a ser traídos en este trabajo resultan de levantamiento que se realiza junto al Departamento de Educación del ayuntamiento de ese municipio, así como de testimonios orales obtenidos por medio de entrevistas, además de documentos, como legislación, histórico escolar y orden de admisión al servicio público. Los resultados muestran la incipiente formación inicial de estas profesoras y la gradual formación profesional en curso regional de profesores. También revelan aspectos concernientes a las prácticas pedagógicas desarrolladas por las maestras en aulas con grupos multiseriales ya las condiciones de trabajo de esas profesoras, que ejercían múltiples funciones, además de garantizar, en ciertos casos, material de escritura para el alumnado.Palabras clave: Profesores primarios. Zona rural. En el estado de Paraná.

scholarly journals Multidimensional similarity in multiplex networks: friendships between same- and cross-gender bullies and same- and cross-gender victims

2020 ◽  
Vol 8 (1) ◽  
pp. 79-96 ◽  
Author(s):  
Marianne Hooijsma ◽  
Gijs Huitsing ◽  
Dorottya Kisfalusi ◽  
Jan Kornelis Dijkstra ◽  
Andreas Flache ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Social Network ◽  
Network Models ◽  
School Level ◽  
Multiplex Networks ◽  
Network Position ◽  
Multiple Characteristics ◽  
Different Dimensions ◽  
Same Gender

AbstractSimilar peers are more likely to become friends, but it remains unclear how the combination of multiple characteristics, known as multidimensional similarity, influences friendships. This study aimed to investigate whether similarity in gender (attribute) and bullying or victimization (network position) contributes to friendships. The school-level networks of friendships and victim-bully relationships in 17 Dutch elementary schools (2,130 students) were examined using multiplex longitudinal social network models (RSiena). The results showed that friendships were more likely to occur between same-gender peers and between bullies sharing their targets of victimization. Multidimensional similarity (similarities in gender as well as bullying) increased the likelihood of friendships for same-gender bullies targeting the same victims, but not for same-gender victims sharing bullies. The findings underline the importance of unraveling the interplay between different dimensions of similarity for children’s relationships and surpass unidimensional similarity based on single attributes.

scholarly journals Teaching Environmental Education Using an Augmented Reality World Map

2021 ◽  
pp. 125-130
Author(s):  
Anastasia Nancy Pyrini
Keyword(s):  
Elementary Schools ◽  
Augmented Reality ◽  
Digital Literacy ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
Short Paper ◽  
Digital Citizenship ◽  
Good Practices

AbstractThe aim of this short paper is to provide readers with a comprehensive lesson plan for elementary schools, which seeks to improve digital citizenship and competency in students and teachers, by fostering digital literacy skills through an augmented reality (AR) application. The lesson plan was developed within the framework of the “Digital, Responsible Citizenship in a Connected World (DRC)” project funded under Key Action 2: Cooperation for innovation and the exchange of good practices, part of the European Union’s Erasmus+program. The DRC project aims to infuse contemporary pedagogical practices into quality lifelong learning for students and teaching professionals, including teachers, school leaders and teacher educators, across Europe. Specifically, the project aims to improve digital citizenship and competency in students and teachers by fostering digital literacy skills through education.

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