Social and pedagogical practice of the nurse-preceptor: a case study

This article describes an innovative approach to professional development designed to challenge teachers’ pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this support. To contend with this challenge, we drew on Bain’s (2004) “baker’s dozen” questions to guide the design of an online postgraduate course for teachers. This article discusses the design of the online course and what teachers came to understand about the relationship between social media and teaching as a result of completing the course activities. This small-scale case study utilised qualitative data from three cohorts of participating teachers and found that teachers do change their pedagogical practice and assumptions about social media for their own teaching contexts when they engage in course activities that challenge their existing mental models and encourage critical reasoning and reflection on learning.

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Critical pedagogy in the university: Can a lecture be critical pedagogy?

Policy Futures in Education ◽

10.1177/1478210318787053 ◽

2018 ◽

Vol 16 (8) ◽

pp. 985-999 ◽

Cited By ~ 1

Author(s):

Lauren B Clark

Keyword(s):

Higher Education ◽

Critical Pedagogy ◽

Student Satisfaction ◽

Case Study Research ◽

Pedagogical Practice ◽

Higher Education System ◽

Curriculum And Pedagogy ◽

Banking Education ◽

The University

In a higher education system driven by student satisfaction, there has been a recent push towards more student-centred methods of teaching such as collaborative learning and seminar discussions despite an increase in student numbers. In contrast, some academics defend the transformative and educative possibilities of the lecture by challenging its conception as ‘banking education’, asking us to reflect on the purpose of education in a way that calls into question our assumptions about the transmission of information through lecturing. While acknowledging the place of the lecture in higher education, I want to consider whether a lecture can be critical pedagogy by interrupting previous ways of thinking and being. As the teacher lectures he/she models what it means to know, to think and to act, but is this enough to make it critical pedagogy? Looking at conceptualisations of the transformative intellectual and the relationship between curriculum and pedagogy alongside data from case study research, this article will explore what critical pedagogical practice looks like in the university.

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THE CHEMISTRY TEACHING AND THE HIGH SCHOOL STUDENT: A CASE STUDY IN THE STATE BASIC EDUCATION OF ESTEIO CITY, BRAZIL.

Periódico Tchê Química ◽

10.52571/ptq.v16.n33.2019.133_periodico33_pgs_118_129.pdf ◽

2019 ◽

Vol 16 (33) ◽

pp. 118-129

Author(s):

V. de A. FRANCO ◽

E. BEDIN

Keyword(s):

High School ◽

Basic Education ◽

Second Graders ◽

Third Graders ◽

Pedagogical Practices ◽

Exploratory Research ◽

Pedagogical Practice ◽

Chemistry Teaching ◽

Teaching Process

It is the constant object of discussion and reflection in the academic environment the students' difficulties in understanding the contents and concepts of the chemistry discipline in basic education and the pedagogical practice itself develop in a contextualized way. Considering this premise, this study aimed to investigate and understand the factors that hinder the teaching process of Chemistry in the 2nd and 3rd years of high school of a state public school in Esteio / RS, emphasize the methodology adopted by the teacher the active participation of students in the classroom and their relation with chemistry teaching. For this exploratory research, a qualitative and quantitative field study was conducted through on-site observation of 15 hours/class and subsequent application of a questionnaire to students. The data, interpreted and reflected based on the observation and authors of the area, were exposed through percentage charts, considering the total of respondents (15 students in the second graders and 8 students in the third graders in high school). At the end, the results of the analysis of the answers given by the students reveal aspects that indicate that there is a great nonconformity in the teaching process of this subject and an inconsistency in the pedagogical saying and doing, corroborating the current educational system, which is not consistent with an expressive learning in chemistry teaching, deserving a deep reflection. Therefore, the new teaching methodologies, as well as philosophical and epistemological theories, emerged in recent decades, still failed to bring about changes in the old pedagogical practices.

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O Uso do Plano de Tutoria na Prática Docente do Tutor Online na Universidade Aberta do Brasil

EAD em FOCO ◽

10.18264/eadf.v8i1.610 ◽

2018 ◽

Vol 8 (1) ◽

Author(s):

Emmanuele Maria Correia Costa ◽

Cleide Jane de Sá Araújo Costa

Keyword(s):

Distance Education ◽

Data Collection ◽

Learning Process ◽

Teaching And Learning ◽

Teaching Practice ◽

Virtual Classroom ◽

Pedagogical Practice ◽

Support Tools ◽

Qualitative Nature

O estudo investiga contribuições do plano de tutoria para a prática do tutor na UAB/EaD de um curso da Universidade Federal de Alagoas, com objetivo de analisar a efetividade dos planos de tutoria na ação do tutor e se eles são instrumentos de suporte que auxiliam no processo de aprendizagem dos estudantes da EaD. É um estudo de caso de natureza qualitativa com finalidade de perceber a prática do tutor a partir do uso dos planos de tutoria que auxiliam no processo de aprendizagem dos estudantes. Para a coleta de dados, realizou-se pesquisa bibliográfica com base no Guia do Tutor da Coordenadoria Institucional de Educação a Distância da Ufal, análise dos planos de tutoria e aplicação de questionário com tutores. O problema referiu-se às contribuições do plano de tutoria para a prática pedagógica do tutor no processo de aprendizagem na sala de aula virtual. Os resultados apontam que os planos de tutoria são efetivos na ação docente do tutor e são instrumentos de suporte que contribuem para o processo de ensino e aprendizagem desde que respeitem os elementos mínimos considerados essenciais pela Coordenadoria Institucional de Educação a Distância (Cied), estejam descritos de forma clara e objetiva e ser socializados entre os tutores, com vistas a favorecer uma efetiva ação docente.Palavras-chave: Plano de tutoria, Tutoria, Planejamento, Aprendizagem. The Use of the Tutoring Plan in the Online Tutor's Teaching Practice at the Open University in BrazilAbstractThe study investigates contributions of the tutoring plan in the tutor practice at the OUB/DE of a course at the Federal University of Alagoas with the objective of analyzing the effectiveness of the tutoring plans in the tutor's action and whether they are support tools that help in the learning process of the students of the DE. It is a case study of a qualitative nature with the purpose of perceiving the practice of the tutor from the use of the mentoring plans that aid in the learning process of the students. For data collection, a bibliographic research was carried out based on the Tutor's Guide to the Institutional Coordination of Distance Education of UFAL, the analysis of the tutoring plans and the application of a questionnaire with tutors. The problem was: What are the contributions of the tutoring plan to the pedagogical practice of the tutor in the learning process in the virtual classroom? The results show that tutoring plans are effective in the tutor's teaching action and are support tools that contribute to the teaching and learning process, as long as they respect the minimum elements considered essential by the Institutional Coordination of Distance Education (ICDE) and are described in a clear and objective way, to be shared among the tutors, in order to favor an effective teaching action.Keywords: Tutoring plan, Mentoring, Planning, Learning.

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Cooperative learning issues in elementary education: a Lithuanian case study

Journal of Education Culture and Society ◽

10.15503/jecs2021.1.445.468 ◽

2021 ◽

Vol 12 (1) ◽

pp. 445-468

Author(s):

Daiva Jakavonytė-Staškuvienė ◽

Aušra Žemgulienė ◽

Emilija Sakadolskis

Keyword(s):

Professional Development ◽

Elementary Education ◽

Cooperative Learning ◽

Primary School ◽

Lesson Study ◽

Classroom Practice ◽

Pedagogical Practice ◽

Traditional Group ◽

Japanese Lesson Study

Aim. Cooperative learning (CL) is a widely recognised pedagogical practice which involves students working together to achieve common goals that they could not complete individually. Johnson and Johnson are among the main theorists behind the movement. In 1994 they announced five elements essential for the successful incorporation of CL in the classroom: (a) positive interdependence; (b) face-to-face promotive interaction; (c) individual and group accountability; (d) interpersonal and small group social skills; (e) group processing. In this study we seek to understand how primary school teachers implement cooperative learning and include the above-mentioned aspects in their classes. Methods. The qualitative case study was conducted at a primary school in Vilnius, Lithuania. Two lessons were recorded, transcribed, and analysed to gather evidence concerning variables that mediate cooperative learning. The teachers planned the lessons together, using the principles that are outlined in a professional development method called Japanese lesson study. The study involved two teachers and 40 (20+20 pupils in two classes) fourth graders. Also, interviews were conducted with the teachers and three pupils from each class. Results and conclusion. The forms of cooperative learning observed in the classrooms were markedly different, even though the lesson plans were almost identical. In Lesson 1 the teacher paid more attention to interdependence, interaction, and reflection. Consequently, students mentioned cooperation, assistance, and specifics of group workmore frequently. In Lesson 2, there was more traditional group work than CL schemes, and less interdependence, interaction, and reflection. The five essential elements were unequally represented in the lessons, highlighting the varied understanding of CL. ‘In situ’ research revealed which elements of cooperative learning need to be stressed inteacher pre-service and in-service settings. The study also deepened the understanding of which aspects are more difficult to implement, or which have made significant inroads into classroom practice. Originality. Situational research involving both CL and Japanese Lesson Study techniques provide valuable insights into the professional development of teachers who aim to improve their classroom practice.

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The Use of Autoscopy From the Epistemological Perspective of Action Research for Self-Analysis and Reflection of Teacher Practice

International Journal of Qualitative Methods ◽

10.1177/1609406919873247 ◽

2019 ◽

Vol 18 ◽

pp. 160940691987324

Author(s):

Daniela Maysa de Souza ◽

Vânia Marli Schubert Backes ◽

Marta Lenise do Prado ◽

Jussara Gue Martini ◽

José Luis Medina Moya

Keyword(s):

Action Research ◽

Teaching Practice ◽

Video Recording ◽

Pedagogical Practice ◽

Self Reflection ◽

Epistemological Perspective ◽

Evaluation Phase ◽

Descriptive Approach ◽

Research Action

The video recording of lessons allows the analysis results to provide data about the teaching practice. Analyzing the pedagogical practice itself allows the teacher an exercise of self-reflection, as they become aware of their behavior in the classroom, leading to the revitalization of their teaching model. This study aims to present the use of autoscopy as a stimulus to reflection, to a new understanding of the pedagogical practice of teachers, in an action research. This is a case study, with a qualitative and descriptive approach, performed with a new nursing teacher. The data were initially collected through a semistructured biographical interview and subsequent video recording of the classes, characterizing nonparticipant observations. The application of autoscopy followed the proposal of action research, with its phases: exploratory phase, in-depth research, action phase, and evaluation phase. The autoscopy was a useful strategy to stimulate teacher reflection because during the projection of the sketches selected for the video of the autoscopy session, the teacher can see himself or herself in action and self-analyze and discuss the selected pedagogical moments, stimulating reflection and generating a new understanding about his or her teaching practice. In this way, the use of autoscopy under the epistemological perspective of action research stimulates the self-analysis and reflection of the teaching practice.

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Film and Anarchist Pedagogy

10.5622/illinois/9780252043338.003.0005 ◽

2020 ◽

pp. 154-208

Author(s):

Richard Porton

Keyword(s):

First Century ◽

Childhood And Adolescence ◽

Pedagogical Practice ◽

Academic Conference ◽

Narrative Cinema ◽

Twenty First Century

This chapter focuses on anarchist pedagogy in cinema. Narrative cinema, which has traditionally conceived of the classroom as a cinematic microcosm that can encapsulate the conflicts and contradictions of childhood and adolescence, provides fertile territory for charting the ideological — and often aesthetic — vicissitudes of authoritarian, reformist, and anti-authoritarian education. The chapter then looks at how film can both reflect pedagogical currents, and even function as pedagogical practice itself. It considers “classroom films” such as Richard Brooks's Blackboard Jungle (1955), which is a paradigmatic example of a film in which a teacher is portrayed as a near-saintly redeemer. The chapter also examines classroom insurrections in Jean Vigo's Zero for Conduct (1933) and L'Atalante (1934), as well as Lindsay Anderson's If... (1968). Finally, it discusses the dilemma of the anarchist intellectual, and addresses how anarchist pedagogy extends far beyond the confines of the classroom or academic conference. Released on the cusp of the twenty-first-century, Peter Watkins's La Commune (Paris, 1871) (2000) is an exemplary case study in how radical cinema can coincide with anarchist pedagogy and an ethics and aesthetics of self-emancipation.

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El sentido de la participación docente en escuelas de tiempo completo. Un estudio de caso

Profesorado Revista de Currículum y Formación del Profesorado ◽

10.30827/profesorado.v21i2.10324 ◽

2017 ◽

Vol 21 (2) ◽

pp. 49-66

Author(s):

Abel Pérez Ruiz

Keyword(s):

Decision Making ◽

Mexico City ◽

School Organization ◽

Training Needs ◽

Full Time ◽

Pedagogical Practice ◽

Toma De Decisiones ◽

Over Time ◽

Estudio De Caso

Resumen:El presente artículo tiene como propósito analizar las elaboraciones de sentido que maestros de escuelas de tiempo completo edifican sobre los alcances de su participación educativa dentro de la organización escolar. A partir de un estudio de caso en dos centros de enseñanza básica ubicados en el oriente de la Ciudad de México, se destaca que el involucramiento de los maestros en la toma de decisiones no sigue una ruta clara, certera y definitiva por cuanto los fines educativos, en el marco de las reformas curriculares llevadas actualmente, están cargados de incertidumbre, desaciertos e inconsistencias. Frente a esta circunstancia, los profesores de estas escuelas defienden una práctica pedagógica construida a lo largo del tiempo que sirve como un ideal autoimpuesto para atender las necesidades formativas de las nuevas generaciones.Abstract:This article aims to analyze the elaborations of meaning that teachers within full-time schools build on the achievements of its educational participation within the school organization. From a case study on two basic schools located in eastern Mexico City, it is noted that the involvement of teachers in decision-making does not follow a clear, accurate and definitive route because educational purposes, as part of curricular reforms currently carried, are fraught with uncertainty, mistakes and inconsistencies. Given this circumstance, teachers in these schools advocate a pedagogical practice built over time that serves as a self-imposed ideal for meeting the training needs of new generations.

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MENTORING AS A SOURCE OF PEDAGOGICAL CONTENT KNOWLEDGE FOR NURSING TEACHING

Texto & Contexto - Enfermagem ◽

10.1590/1980-265x-tce-2016-0245 ◽

2019 ◽

Vol 28 ◽

Author(s):

Lauriana Medeiros Costa Santos ◽

Vânia Marli Schubert Backes

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Professional Education ◽

New Teacher ◽

Teaching Performance ◽

Pedagogical Practice ◽

Pedagogical Content ◽

Personal Action ◽

Professional Health

ABSTRACT Objective: to understand Mentoring as a source of pedagogical content knowledge for the new teacher in Professional Education of Technical Level in Nursing. Method: a case study, with a qualitative approach, with teachers, management representative and students of a federal public school of Professional Health Education in the northeast of Brazil. The data were collected from October 2013 to September 2014 and submitted to thematic analysis. Results: the study focuses on the Mentoring category as a source of pedagogical content knowledge, with a theoretical guidance of the specific framework, configured as a personal action with institutional support. Conclusion: the construction of the pedagogical content knowledge happened in the pedagogical practice, mediated by a relation of dialogue and cooperation, in which the Mentoring was understood as part of teamwork and the provision of working conditions for competent teaching performance.

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