scholarly journals ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS

2021 ◽  
Author(s):  
June Palmer ◽  
◽  
Rantsie Kgothule ◽  
Gregg Alexander ◽  
Edwin de Klerk ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Leadership Development ◽  
Transformative Learning ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Frame Of Reference ◽  
Higher Learning ◽  
Learning Context ◽  
Learning Contexts ◽  
Inclusive Learning

Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

scholarly journals Inner Landscapes: Transformative Learning Experiences of Canadian Education Interns in Greece

in education ◽  
2015 ◽  
Vol 21 (1) ◽  
pp. 115-136
Author(s):  
Eleoussa Polyzoi ◽  
Karen Magro
Keyword(s):  
Preservice Teachers ◽  
Transformative Learning ◽  
Learning Theory ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Frames Of Reference ◽  
Transformative Learning Theory ◽  
New School ◽  
Canadian Education ◽  
Internship Experience

This exploratory study uses transformative learning theory as a lens to interpret and understand the challenges and successes experienced by education students who elect to teach or intern abroad. Transformative learning is a deeper-level learning that challenges learners to understand themselves and their world in new, more nuanced ways. We explore frames of teaching and learning from multiple lenses. Elements of the educational internship experience that emerged from students who participated in this study include initial apprehension, disbelief, and even fear; a disorienting dilemma or incongruent experience within the new school cultural context; a re-evaluation of their frames of reference, and a final emergence of more integrative, inclusive senses of self as “teacher” and “learner.” Transformative learning theory can serve both as a conceptual framework for understanding the experiences of students and as a means of suggesting ways in which educational outcomes can be better designed with a transformative intent in mind. We then present implications for teaching and learning and suggestions for future studies.            Keywords: international experience; preservice teachers; internship; transformative learning; frames of reference

scholarly journals Aplicativos de Mensagens Instantâneas em Contextos de Aprendizagem

2021 ◽  
Vol 22 (1) ◽  
pp. 38-42
Author(s):  
Josemeyre Bonifácio da Silva Marques ◽  
Katia Alexandra De Godoi e Silva
Keyword(s):  
Higher Education ◽  
Social Communication ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Instant Messaging ◽  
Collaborative Teaching ◽  
Learning Context ◽  
Search Terms ◽  
Learning Platform ◽  
Learning Contexts

ResumoO ensino a distância assumiu um papel fundamental com a Pandemia causada pelo coronavírus. Dessa forma, os aplicativos de mensagens instantâneas deixaram de ser apenas formas de comunicação social e assumiram papel importante dentro do contexto do ensino e aprendizagem. O presente trabalho teve como objetivo fazer uma análise crítica das evidências disponíveis na literatura sobre a utilização de aplicativos de mensagem instantânea em contextos de aprendizagem. Para o recorte deste estudo se construiu a revisão integrativa da literatura, e com o levantamento bibliográfico. através da base de dados do Portal de Periódicos CAPES, com termos de busca: “instant messaging application and andragogy. Foram selecionados cinco artigos que tratavam dos seguintes aplicativos: Line, Telegram, WeChat e WhatsApp. Os artigos e as análises revelam, de modo geral, que os aplicativos de mensagem instantânea podem ser utilizados para disseminar informações; contribuir para a aprendizagem de alunos; promover mudanças no comportamento; melhorar a permanência dos estudantes em estudos; atuar como uma plataforma de ensino e aprendizagem colaborativa. Palavras-chave: WhatsApp. WeChat. Line, Andragogia, Ensino Superior. AbstractDistance learning has taken on a fundamental role with the pandemic caused by the coronavirus. Therefore, instant messaging applications are no longer just forms of social communication and have assumed an important role within the teaching and learning context. The present work aimed to make a critical analysis of the evidence available in the literature on the use of instant messaging applications in learning contexts. For the cutoff of this study, an integrative literature review was carried out, and with the bibliographic survey through the CAPES Journal Portal database with search terms “instant messaging application and andragogy”. Five articles were selected that dealt with the following Applications: Line, Telegram, WeChat and WhatsApp applications. Articles and analyzes reveal, in general, that the use of instant messaging applications can be used to disseminate information; contribute to student learning; promote changes in behavior; improve students' stay in studies; act as a collaborative teaching and learning platform. Keywords: WhatsApp. Wechat. Line. Andragogy. Higher Education

Towards Establishing the Best Ways to Teach and Learn about IT

2011 ◽  
pp. 186-213
Author(s):  
Chris Cope ◽  
Lorraine Staehr ◽  
Pat Horan
Keyword(s):  
Teaching And Learning ◽  
Deep Approach ◽  
Learning Context ◽  
Approach To Learning ◽  
Implementation Evaluation ◽  
Learning Contexts ◽  
Relational Perspective ◽  
Deep Approach To Learning ◽  
Positive Effect ◽  
Ongoing Project

In this chapter we report on an ongoing project to improve the ways we teach about IT in an undergraduate degree. Using a relational perspective on learning, we have developed a framework of factors to encourage students to adopt a deep approach to learning about IT. We describe the design, implementation, evaluation and refinement of learning contexts and learning activities based on the framework. Results are encouraging and show a significant positive effect when compared with a previous study by other researchers involving a different teaching and learning context.

scholarly journals Companion teacher based on sociological stimulus during learning to improves the acceptance of inclusive education pupils in receiving skills and information

2021 ◽  
Vol 5 (S1) ◽  
pp. 1138-1148
Author(s):  
Mohd Razimi Husin ◽  
Kama Shaffeei ◽  
Hishamuddin Ahmad ◽  
Tajul Rosli Shuib
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Work Outcomes ◽  
Student Work ◽  
Process Characteristics ◽  
New Information ◽  
Inclusive Learning ◽  
Field Notes

This study aims to reveal about the acceptance of pupils in the skills and information learn done by teachers with companion teachers during teaching and learning sessions (T&L) to inclusive learning disability (LD) pupils. This study also aims to understand the specific characteristics of the pupils' learning styles based on their tendency to learn and the ability to process new information. This study is a case study using qualitative data to answer the questions stated. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data of sociological stimuli in a learning style supported by video recordings, field notes, interviews, and analysis of student work outcomes. 6 participants were purposefully selected for this study among teachers, pupils, and parents. To identify individual learning style stimuli, observations on the behaviors exhibited by pupils along with the quality of learning and achievement outcomes recorded during the T&L process or after the T&L process. During the T&L process, characteristics or behaviors that reflect certain tendencies or elements of learning styles that exist in pupils will be assessed. Findings show that the stimulus of sociological learning style that is adjacent or next-to-pupils by teachers encourage or stimulate student learning. 

scholarly journals The role of Cooperative Learning in Attaining Inclusive Education in the Classroom, Creativity and Innovation in Secondary schools in Mwanza Region- Tanzania

2021 ◽  
Author(s):  
Mahona Joseph Paschal ◽  
Thobias Thobias Nyoni ◽  
Demetria Gerold Mkulu
Keyword(s):  
Cooperative Learning ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Positive Interaction ◽  
Inclusive Learning ◽  
Teachers And Students ◽  
Creativity And Innovation

Cooperative learning is a strategy that teachers can use in the classroom to help students achieve better performance and also help in building positive interaction among students, giving all the learners chances to be active in the learning process. The world today is facing challenges in attaining inclusive education for all. The aim of this study is to examine the role of Cooperative learning in attaining Inclusive Education in the classroom. During presentation the presenters will present on the importance of Cooperative learning in attaining Inclusive Education in the classroom. Also the presenter will present on the challenges that hinder cooperative Learning in attaining inclusive learning in the classroom. Lastly, this paper discusses the basic strategies that would be employed to improve Cooperative learning as the strategies to attain inclusive Education in the classroom. The study employed qualitative methods in data collection. The targeted population was teachers and students in five secondary schools, purpose sampling technique employed to select English teachers while randomly sampling to select students. This paper concludes that, in Oder to attain inclusive Education, it is a vital for every educator to attain training on how to develop cooperative Learning. Also teachers should invest more in research and accept radical changes in the teaching and learning processes.

Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities

2017 ◽  
Vol 17 (4) ◽  
pp. 410-432 ◽  
Author(s):  
Jessica Riddell
Keyword(s):  
Transformative Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
English Literature ◽  
Authentic Learning ◽  
Undergraduate Teaching ◽  
Legal Studies ◽  
Learning Contexts ◽  
Learning Scenarios ◽  
Enhance Student Learning

Research on authentic learning has been predominantly focussed on skills-based training: there is a paucity of research on models of authentic learning available for adaptation in the humanities undergraduate classroom. In this article, I will seek to address this gap by proposing that legal trials are ideal models for designing authentic learning scenarios in undergraduate teaching and learning contexts, with a specific focus on the humanities. First, I discuss why and how the structure of legal trials can produce authentic learning environments. Second, I present an undergraduate classroom project that combined two disciplinary fields – Shakespearean drama and criminal law – in an effort to enhance student learning and engagement. I outline how the authentic learning scenario (ALS) was implemented and evaluated and, finally, reflect on the barriers, challenges and potentially transformative effect of authentic learning environments on students and educators. This new intervention combines legal studies and English literature in order to create authentic learning environments to increase interactions amongst students, enhance students’ learning, and foster conditions for transformative learning.

scholarly journals The Strategy of Arabic Learning for Inclusion Students in Islamic Primay School of Islamiyah Wathoniyah Jombang | Strategi Pembelajaran Bahasa Arab Bagi Siswa Inklusi di Madrasah Ibtidaiyah Islamiyah Wathoniyah Jombang

2021 ◽  
Vol 1 (2) ◽  
pp. 83-100
Author(s):  
Mohamad Yahya Ashari ◽  
Rifatul Mahfudhoh
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Learning Problems ◽  
Language Games ◽  
Data Display ◽  
Close Attention ◽  
Inclusive Learning ◽  
Qualitative Descriptive ◽  
Descriptive Approach

This study pays close attention to explain the implemantation of inclusive education especially in using the strategies and its problems of learning process. The aims of this study are determinating of the learning objectives, strategy of arabic learning and the learning problems in arabic teaching for inclusion students in islamic primay school of Islamiyah Wathoniyah Jombang. This study uses the qualitative descriptive approach, it uses interviews, observation and documentation for collecting data. This study uses the method of data analisys by implementing the steps of Miles and Hubberman such as data colletion, data shorting, data display and conclusion. The results of this study are: 1) the subjects of arabic learning determinated to two subjects, they are the subjects of usual learning and the subjects of inclusive learning. 2) the arabic learning uses the strategy of contextual teaching and learning and the strategy of cooperative learning by applying language games and pictures. 3) the learning problems in arabic teaching are: (1) less effective of the time for arabic additional lessons outside of the official learning to increase the understanding of inclusion students, (2) the different varies of inclusion students caracteristicts, (3) the less communication and partipication of inclusion students parent.

Towards Establishing the Best Ways to Teach and Learn about IT

2011 ◽  
pp. 57-84 ◽  
Author(s):  
Chris Cope ◽  
Lorraine Staehr ◽  
Pat Horan
Keyword(s):  
Teaching And Learning ◽  
Deep Approach ◽  
Learning Context ◽  
Approach To Learning ◽  
Implementation Evaluation ◽  
Learning Contexts ◽  
Relational Perspective ◽  
Deep Approach To Learning ◽  
Positive Effect ◽  
Ongoing Project

In this chapter we report on an ongoing project to improve the ways we teach about IT in an undergraduate degree. Using a relational perspective on learning, we have developed a framework of factors to encourage students to adopt a deep approach to learning about IT. We describe the design, implementation, evaluation and refinement of learning contexts and learning activities based on the framework. Results are encouraging and show a significant positive effect when compared with a previous study by other researchers involving a different teaching and learning context.

scholarly journals Teacher's Role Program in Inclusive Education to Achieve Sustainable Development Goals (SDGs)

2020 ◽  
Vol 8 (1) ◽  
pp. 1-6
Author(s):  
Nurul Ani Khayati ◽  
Faizatul Muna ◽  
Eling Diar Oktaviani ◽  
Ahmad Fauzan Hidayatullah
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Tools ◽  
Students With Special Needs ◽  
Library Research ◽  
Inclusive Learning ◽  
Other Information

The phenomenon of problems relating to students with special needs or students who need teaching in their studies more deeply. The student will later follow the regular learning system, especially in elementary schools, which demand to hold inclusive learning that unites the teaching and learning process between regular students (normal students) and students with special needs. Therefore the competence of teachers in schools will be demanded to be more profound in teaching students with special needs. The methodology used in this study uses the method of library (library research), while collecting data by examining and exploring a number of journals, books, and several articles where data sources or other information are relevant (related) to the appropriate study. The purpose of this study is to analyze the role of teachers in inclusive education to students with special needs. The results showed that the teacher had done adaptive learning for children who had difficulty learning by adjusting the conditions of the students themselves, the adjustment was related to the method of strategy, material, learning tools/media, and learning environment.Keywords: Education, Inclusive, Teacher, Role

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