scholarly journals Análisis e implicaciones de los resultados de las prácticas pedagógicas de un docente líder en una prueba piloto de innovación en el proyecto Conectándonos

2018 ◽  
Vol 22 (2) ◽  
pp. 1
Author(s):  
Manuel Baltodano-Enríquez
Keyword(s):  
Participant Observation ◽  
Collaborative Work ◽  
Costa Rican ◽  
Learning Objectives ◽  
Pedagogical Practices ◽  
Teacher Leader ◽  
Pilot Test ◽  
Digital Resources ◽  
Open Questions ◽  
Didactic Planning

This article presents the results of a teacher leader’s pedagogical practices in a pilot test on innovation implemented in a Costa Rican primary school. The pilot test was conducted due to the need of renewing the technological equipment in schools belonging to Conectándonos MEP-FQT project run by the Department of Research, Development, and Implementation of the Ministry of Public Education and Quiros-Tanzi Foundation. This pilot test aimed to diagnose the pedagogical practices of a teacher leader through the exploration and use of didactic digital resources of Clamshell-type laptops and an interactive projector. This equipment was used to favor the teacher’s pedagogical mediation through the access, selection, and use of didactic digital resources. To collect the information, we used non-participant observation guides, a questionnaire with open questions, and a bibliographic review of the teacher’s didactic planning. The systematization of the observation guides permitted to put in evidence, naturally and concretely, the aspects covered by the objectives of the study. The information was analyzed with a qualitative approach of phenomenological type. This approach defined categories and subcategories that, later, were linked to establish coincidences, similarities, differences, and the presence or absence of terms and phrases. Likewise, the data were interpreted to relate the information collected through the analysis and the theoretical patterns. This interpretation permitted, afterwards, to reflect on the studied categories. Finally, the main conclusion drawn from the pilot test was that the collaborative work between students was promoted and the learning objectives in the didactic planning drawn up by the teacher were achieved. 

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

scholarly journals Using Drama and Drama Techniques to Teach English Conversations to English as A Foreign Language Learners

2018 ◽  
Vol 7 (6) ◽  
pp. 63
Author(s):  
Saman Masoumi-Moghaddam
Keyword(s):  
Public Schools ◽  
Language Learners ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Foreign Language Learners ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

scholarly journals Redesign of an Outdoor Space in a Swedish Preschool: Opportunities and Constraints for Sustainability Education

2020 ◽  
Author(s):  
Birgitta Nordén ◽  
Helen Avery
Keyword(s):  
Participant Observation ◽  
Sustainability Education ◽  
Pedagogical Practices ◽  
Participatory Action ◽  
Action Research Project ◽  
Continuous Training ◽  
Outdoor Spaces ◽  
Responsible Action ◽  
Outdoor Space ◽  
Preschool Leadership

AbstractChildren's early engagement in design of outdoor spaces can form the basis of later attitudes and responsible action for sustainability. The present study is part of a participatory action research project in an urban multi-ethnic preschool in Sweden, involving children, parents, preschool staff and management with a focus on improving the preschool playground. The methodology involved children taking pictures of the outdoor space, informal participant observation by one researcher and conversations with children and teachers. Analyses completed of selected fieldwork excerpts focus on learning opportunities for children and adults, children’s participation, cooperation and leadership for sustainability. Deeper awareness and confidence, and practical pedagogies for staff in preschools are required for effective sustainability education. A joint frame of reference on pedagogical practices and processes for reflection is needed within and across early childhood institutions. More continuous training of staff and preschool leadership would be of benefit. However, such commitment is ultimately a matter of policy to invest in giving preschools the means to develop and realise ambitions for environmental and sustainability education.

Using Drama and Drama Techniques to Teach English Conversations to EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 92-101
Author(s):  
Saman M. Moghadam ◽  
Reza Ghafarsamar
Keyword(s):  
Public Schools ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Language Classes ◽  
Collecting Techniques ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

scholarly journals Street Clinic Nursing for coping with vulnerabilities

Rev Rene ◽  
2021 ◽  
Vol 22 ◽  
pp. e67967
Author(s):  
Giulia Romano Bombonatti ◽  
Débora de Souza Santos ◽  
Dalvani Marques ◽  
Fernanda Mota Rocha
Keyword(s):  
Qualitative Study ◽  
Nursing Care ◽  
Nursing Staff ◽  
Participant Observation ◽  
Collaborative Work ◽  
Health Inequities ◽  
Homeless Population ◽  
Structured Interviews ◽  
Nursing Team

Objective: to unveil the perceptions of the Street Clinic nursing staff about coping with vulnerabilities. Methods: qualitative study, carried out by means of participant observation of the team’s activities, recording in a field diary and semi-structured interviews with the nursing team, totaling 17 participants. Results: situations experienced by people living on the streets that deepen health inequities by violating rights were revealed. Among the nursing work tools, the potential of collaborative work, listening, and welcoming technologies stand out as mediators of a more humanized care. There is a need for specific strategies to guide nursing care on the streets. Conclusion: nursing has great potential for addressing the vulnerabilities of the homeless population using soft and soft-hard technologies.

scholarly journals QUAIS OS PRINCÍPIOS DA EDUCAÇÃO DO CAMPO PRESENTES NAS PRÁTICAS PEDAGÓGICAS DAS ESCOLAS DE EDUCAÇÃO BÁSICA DO PROJETO DE ASSENTAMENTO CIPÓ CANAÃ, ESPERANTINÓPOLIS – MA?

2018 ◽  
Vol 3 (10) ◽  
pp. 182
Author(s):  
Francisco Helson Do Carmo Alcantara
Keyword(s):  
Land Reform ◽  
Basic Education ◽  
Field Education ◽  
Pedagogical Practices ◽  
Education Department ◽  
The Public ◽  
Open Questions ◽  
Palabras Clave ◽  
Politica Publica ◽  
El Sistema

WHAT ARE THE PRINCIPLES OF RURAL EDUCATION PRESENT IN THE PEDAGOGICAL PRACTICES OF THE BASIC EDUCATION SCHOOLS OF THE SEATING PROJECT CIPÓ CANAÃ, ESPERANTINÓPOLIS – MA?¿CUÁLES LOS PRINCIPIOS DE LA EDUCACIÓN DEL CAMPO PRESENTES EN LAS PRÁCTICAS PEDAGÓGICAS DE LAS ESCUELAS DE EDUCACIÓN BÁSICA DEL PROYECTO DE ASENTAMIENTO CIPÓ CANAÃ, ESPERANTINÓPOLIS – MA?Visando à compreensão do universo educacional a partir da política pública de educação básica para o campo no Brasil, são discutidos, neste artigo, os princípios da Educação do Campo presentes nas práticas pedagógicas das escolas do Projeto de Assentamento Cipó Canaã, Esperantinópolis – MA. Ciente das contradições existentes no sistema educacional, determinadas pelas referências de produção da sociedade capitalista, traz-se a lume, através de observações, as relações dos sujeitos envolvidos nas escolas investigadas. Para tanto, realizou-se uma análise de dados da Secretaria Municipal de Educação (SEMED), levantamentos bibliográficos, entrevistas e questionário com perguntas abertas, abordando elementos qualitativos e quantitativos. Discute-se, também, o distanciamento das escolas do Projeto de Assentamento Cipó Canaã, no que se refere à proposta de Educação do Campo. Verificou-se que, mesmo as escolas fazendo parte de um Projeto de Assentamento da reforma agrária, os sujeitos envolvidos encontram-se à margem das discussões da construção da Educação do Campo, pois as concepções e práticas pedagógicas desenvolvidas no referido P. A. mais se aproximam da educação rural.Palavras-chave: Educação do Campo; Práticas Pedagógicas; Políticas Educacionais; Povos do Campo.ABSTRACTAiming at understanding the educational universe based on the public policy of basic education for the countryside in Brazil, this article discusses the principles of Field Education present in the pedagogical practices of the schools of the Cipó Canaã Settlement Project, Esperantinópolis – MA. Aware of the contradictions existing in the educational system, determined by the production references of capitalist society, the relations of the subjects involved in the schools investigated are brought to light through observations. To do so, a data analysis of the Municipal Education Department (SEMED), bibliographical surveys, interviews and a questionnaire with open questions was carried out, addressing qualitative and quantitative elements. It is also discussed the distancing of schools from the Cipó Canaã Settlement Project, as far as the Field Education proposal is concerned. It was verified that, even the schools being part of a Land Reform Settlement Project, the subjects involved are on the sidelines of the discussions about the construction of the Field Education, since the pedagogical conceptions and practices developed in the P.A. more closely approximate the rural education.Keywords: Field Education; Pedagogical Practices; Educational Policies; Peoples of the Field.RESUMENCon vistas a la comprensión del universo educativo a partir de la política pública de educación básica para el campo en Brasil, se discuten en este artículo los principios de la Educación del Campo presentes en las prácticas pedagógicas de las escuelas del Proyecto de Asentamiento Cipó Canaã, Esperantinópolis – MA. Es consciente de las contradicciones existentes en el sistema educativo, determinadas por las referencias de producción de la sociedad capitalista, se trae a la luz, a través de observaciones, las relaciones de los sujetos involucrados en las escuelas investigadas. Para ello, se realizó un análisis de datos de la Secretaría Municipal de Educación (SEMED), encuestas bibliográficas, entrevistas y cuestionario con preguntas abiertas, abordando elementos cualitativos y cuantitativos. Se discute, también, el distanciamiento de las escuelas del Proyecto de Asentamiento Cipó Canaã, en lo que se refiere a la propuesta de Educación del Campo. Se verificó que, incluso las escuelas formando parte de un Proyecto de Asentamiento de la reforma agraria, los sujetos involucrados se encuentran al margen de las discusiones de la construcción de la Educación del Campo, pues las concepciones y prácticas pedagógicas desarrolladas en el referido P.A. más se aproximan a la “educación rural”.Palabras clave: Educación del Campo; Prácticas Pedagógicas; Políticas Educativas; Pueblos del Campo.

scholarly journals The Portuguese Maritime Voyages of Discovery: the exploration of the history of a city with an App as an educational resource

2019 ◽  
pp. 85-99 ◽  
Author(s):  
Cláudia Faria ◽  
Elsa Guilherme ◽  
Joaquim Pintassilgo ◽  
Maria João Mogarro ◽  
Ana Sofia Pinho ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Participant Observation ◽  
Collaborative Work ◽  
Mobile Technologies ◽  
School Students ◽  
History Of ◽  
Relationship Of ◽  
The Relationship ◽  
The City

In this paper we present an evaluation of an App for mobile devices, ‘Roteiro dos Descobrimentos’, as an educational digital resource for primary school students. The study involved the participation of 131 students and eight teachers. Data were collected from participant observation, students’ questionnaires and interviews to students and teachers. According to students, they learned new things, related with the topics explored, in an easy and funny way. Students also emphasized as positive aspects the fact that they had to face different challenges and the need to mobilize their knowledge to solve them. Teachers referred that students showed great interest and enthusiasm during the activities. As main gains, teachers stressed that the application fosters the relationship of students with the city, facilitates collaboration, and promotes students’ autonomy. In resume, it seems that the playful and interactive dimension of the App promoted the development of important skills such as the ability to interact with the environment, collaborative work, autonomy, and reading and interpretation skills. As a conclusion, there is a great receptivity to integrate mobile technologies in the teaching and learning process, but the role of the teacher can’t be dismissed, as a mediator and educator.

scholarly journals Content validity and expert judgement: innovation model for new ways of working

2019 ◽  
pp. 18-28
Author(s):  
María de los Ángeles Flores-Aguilar
Keyword(s):  
Content Validity ◽  
Collaborative Work ◽  
Expert Judgement ◽  
Measurement Scale ◽  
Pilot Test ◽  
Cronbach’S Alpha ◽  
Cross Sectional ◽  
Strict Adherence ◽  
New Ways Of Working ◽  
Cronbach's Alpha

The objective is to validate the content of the information collection instrument, through expert judgement and pilot testing. Methodology: Non-experimental, correlational research with a cross-sectional design. The first sample of the expert judgment was composed of 8 experts, the second of 27 employees was used for the pilot test. Unit of measurement: Employees from four Technological Universities of Puebla, studying empowerment, leadership, work routine, collaborative work and innovation. The methodology of the analysis included the Kendall Concordance Coefficient (W), to decide the level of correlation between the experts and we used Cronbach’s Alpha for the statistical analysis of the pilot test to measure the reliability of the measurement scale. The results of the expert judgement showed changes that would improve the clarity of the instrument. The wording would be expressed in third person, the use of technical language would be avoided, with the aim of generalizing understanding in the wording. The identification data would be defined according to the organizational structure of the media unit. Kendall's coefficient and Cronbach's Alpha showed acceptable agreement. Discussion. It is important to control the application of these tests with strict adherence to the methodology, minimizing human bias. It is concluded that the content validity represents an elemental tool to evidence the dominance and representativeness of the constructs. If the results are not reached, it is possible to repeat the process until acceptable values are reached. It is proposed to improve the instrument as a result of the experts' judgment and check the concordance between experts.

scholarly journals The metaphor as a methodological alternative to investigate and reflect on the pedagogical practice in the teaching of reading and writing

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Grettel Valenciano-Canet
Keyword(s):  
Formal Education ◽  
Participant Observation ◽  
Belief Systems ◽  
First Grade ◽  
Research Process ◽  
Pedagogical Practices ◽  
Behavioral Approach ◽  
Pedagogical Practice ◽  
Teaching Of Reading ◽  
Object Of Study

This article synthesizes the results of a qualitative study, whose objective was to analyze the strategies that a first-grade teacher uses to promote the process of motivation of girls and boys in their class, towards learning to read and write. The metaphor technique is used as a methodological alternative in order to reflect on the pedagogical practice, also integrating the techniques of participant observation, interview and the theoretical foundations. A qualitative design was used, which was adapted to the object of study during the process. The article summarizes the analysis and discussion of the results, with the organization of the information, which is oriented to the elaboration of categories that give unity to the data collected during the research process, evidencing that the findings are conducive to the achievement of the objective presented. In conclusion, it is shown that the pedagogical practice of the teacher participating in this study is located in the positivist paradigm and the behavioral approach to learning. This view is contrary to the integral language proposal. It is considered important to carry out transformations in the Costa Rican formal education system. For this, it is necessary to reflect on pedagogical practices, which involve the belief systems, worldviews, and theoretical conceptions of teachers. Finally, it is worth mentioning that the author of the article is the researcher.

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