Understanding Literacy Transitions: Pedagogic Practices in Primary Writing Classrooms

2022 ◽  
Author(s):  
Honglin Chen ◽  
Helen Lewis ◽  
David Rose
Keyword(s):  
Pedagogic Practices

scholarly journals Estratégias de trabalho docente no ensino de criação publicitária: a atividade de orientação como situação de aprendizagem / Strategies of educational work in the teaching of advertising design: the orientation activity as learning situation

Intexto ◽  
2016 ◽  
pp. 163
Author(s):  
Fábio Hansen ◽  
Juliana Petermann ◽  
Rodrigo Stéfani Correa
Keyword(s):  
Teaching Strategy ◽  
Field Work ◽  
Learning Situation ◽  
Educational Work ◽  
Knowledge Change ◽  
Continuous Formation ◽  
Orientation Process ◽  
Teacher Needs ◽  
Pedagogic Practices ◽  
Design Orientation

Em uma investigação apoiada pelo MCTI/CNPq, realizada em parceria interinstitucional entre a UFPE, a UFSM e a UFPR, buscamos examinar as práticas pedagógicas adotadas pelos docentes que atuam em disciplinas cuja finalidade é o ensino de criação publicitária. Atenção especial recai ao processo de orientação - estratégia de ensino em que o professor acompanha os estudantes de forma sistemática e colabora na superação de dificuldades. Observamos, a partir do trabalho de campo ancorado em gravações de aulas em áudio e vídeo, que o professor publicitário necessita de contínua formação para converter a atividade de orientação em um instante estratégico de troca de conhecimento, interação e produção de sentido, a fim de favorecer a mediação e a formação de um ambiente adequado para aprendizagem em que o estudante queira se lançar nos desafios do querer aprender criatividade.Palavras-chaveEnsino. Criação publicitária. Processo de orientação. Formação publicitária. Trabalho docente. AbstractIn a leaning investigation for MCTI/CNPq, accomplished in a inter-institutional partnership among UFPE, UFSM and UFPR, seeking to examine the pedagogic practices adopted by the teachers that act in disciplines whose purpose is the teaching of advertising design. Special attention relapses on the orientation process - teaching strategy in that the teacher accompanies the students in a systematic way and it collaborates in the overcoming of difficulties. We observed, starting from the field work anchored in recordings of classes in audio and video, that the advertising teacher needs continuous formation to convert the orientation activity in a strategic instant of knowledge change, interaction and sense production, in order to favor the mediation and the formation of an appropriate atmosphere for learning that the student wants to set in the challenges of wanting to learn creativity.KeywordsTeaching. Advertising design. Orientation process. Advertising formation. Educational word.

scholarly journals Training Adequacy and Pedagogic Practices of Teachers in Reception Facilities for Refugee Education in Greece during the Economic Crisis: A Case Study

2018 ◽  
Vol 8 (3) ◽  
pp. 79
Author(s):  
Anna Asimaki ◽  
Archontoula Lagiou ◽  
Gerasimos S Koustourakis ◽  
Dimitris Sakkoulis
Keyword(s):  
Structured Interview ◽  
Classroom Teachers ◽  
Student Centered ◽  
Refugee Students ◽  
Refugee Education ◽  
Interview Research ◽  
School Classroom ◽  
Micro Level ◽  
Pedagogic Practices

This research paper, which uses Basil Bernstein’s theoretical framework, aims to search the training adequacy of the teachers who work in Reception Facilities for Refugee Education (RFRE) and to examine the pedagogic practices that they use at the micro-level of the school classroom. Teachers who worked in a RFRE in Greece participated in this research, which was conducted with the use of the semi-structured interview research tool. The findings showed the following: a) the insufficient training that the RFRE teachers had received from the official national bodies; the teachers’ effort to acquire the appropriate knowledge on their own initiative, in order to be able to teach refugee students; the teachers’ expressed need for training in matters of intercultural education, b) the pedagogic practices teachers used at the RFRE is linked to the implementation of an invisible form of pedagogy with a clear student-centered focus.

scholarly journals Invisible pedagogies in home education: Freedom, power and control

2021 ◽  
Vol 12 (1) ◽  
pp. 5-27
Author(s):  
Amber Joy Fensham-Smith
Keyword(s):  
Social Values ◽  
Home Schooling ◽  
Home Education ◽  
Children And Young People ◽  
Power And Control ◽  
Challenges And Opportunities ◽  
Pedagogic Practices ◽  
The Uk ◽  
And Control ◽  
Socially Situated

Abstract Home-schooling, or ‘elective home education’ (EHE) as it is more commonly known in the UK, invites contestation and controversies. Drawing on a UK-wide study of 242 families this paper explores a collection of EHE pedagogic practices within the socially situated contexts of doing everyday life. Through an application of Bernsteinian ideas, the findings surface some of the ways in which invisible pedagogies afforded children greater autonomy over the sequence and pace over their learning. It also considers how community development has helped some parents to harness the forms of capital which extend and remake new structures to strengthen the transmission of their social values. Contrary to the messages of EHE advocates, it shows that approaches inspired by unschooling are not devoid of power and control altogether. In considering the experiences of children and young people, the findings highlight the relative challenges and opportunities of transitioning from invisible pedagogies to formal qualifications in a context where access to public examinations can be difficult to achieve. Considering the tensions that these pedagogies reveal in the socialisation towards individualism, the author suggests solutions for questioning, challenging and bridging divides.

TEACHING IONIC BONDING: AN ALTERNATIVE TO TECHNOLOGY ASSISTED PEDAGOGIC PRACTICES

2018 ◽  
Author(s):  
Pinaki Chowdhury ◽  
Mmushetji Petrus Rankhumise ◽  
Sibongile Simelane-Mnisi ◽  
Olivia Mafa-Theledi
Keyword(s):  
Ionic Bonding ◽  
Pedagogic Practices

Digital Storytelling and Teachers' Disciplinary Multiliteracies

2021 ◽  
pp. 59-84
Author(s):  
Sally Humphrey ◽  
Thu Ngo ◽  
Tingjia Wang
Keyword(s):  
Digital Storytelling ◽  
Research Collaboration ◽  
Collaborative Work ◽  
Initial Teacher Education ◽  
Disciplinary Boundaries ◽  
Disciplinary Practice ◽  
Digital Stories ◽  
Pedagogic Knowledge ◽  
Pedagogic Practices ◽  
Distinct Role

This chapter reports on a multidisciplinary research collaboration which aims to explore how digital stories may be used to support pre-service teachers across disciplinary boundaries of English, science, and health education. Digital stories play a distinct role in enacting disciplinary practices within each of these curriculum areas and provide a valuable context for expanding students' semiotic repertoire. By integrating digital storytelling in initial teacher education (ITE), the authors provide a pathway for teachers to develop pedagogic knowledge of genres that are distinctly disciplinary in their purpose but which draw on semiotic affordances and pedagogic practices from across boundaries of traditional literacy education. Drawing on digital stories produced for a range of purposes, they report on the metalanguage we have developed in our collaborative work to inform a coherent multiliteracies framework to build on and extend pre-service teachers' semiotic repertoire for functional, critical, and creative disciplinary practice.

Leadership in Pedagogical Integration of Emerging Technologies

2021 ◽  
pp. 201-214
Author(s):  
Walimbwa Michael ◽  
Shopi M. Julius ◽  
Nampijja Diana
Keyword(s):  
Emerging Technologies ◽  
Qualitative Case Study ◽  
Educational Institutions ◽  
Case Study Approach ◽  
Institutional Leadership ◽  
Study Approach ◽  
Access To Technology ◽  
Pedagogic Practices ◽  
Integrate Technology

Pedagogical integration of technologies is a fairly new concept in education. Educational institutions need to have prerequisite planning for leadership in pedagogical integration of emerging technologies. This chapter investigates institutional leadership that enables educators to build capacity to effectively integrate technology into pedagogy. Using a qualitative case study approach, leaders were interviewed and official documents analyzed. The data analyzed indicate that institutional leadership facilitates increased acquisition of and access to technology devices and facilities. It is found that institutional leadership is pivotal in supporting, training, and innovatively exploring various ways of integrating technologies into the curriculum. It is thus concluded that in this era institutions need leaders who proactively engage in planning for integration of technologies for transformed pedagogic practices.

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