International Handbook on Child Participation in Family Law

This topical and timely book considers children's participation rights in the context of family law proceedings, and how their operation can be improved for the benefit of children and family justice systems globally. In doing so, it provides the pedagogical reasoning for child participation, as well as a thorough analysis of the relevant human rights instruments in this area, including the United Nations Convention on the Rights of the Child. <br><br>This comprehensive book examines the way in which private international law instruments deal with child participation in separation/divorce, parental responsibility and child abduction proceedings. In addition, the book includes individual contributions from renowned family law experts from 17 countries who describe and analyse the local laws and exercise of child participation rights in their own jurisdictions. These insightful texts include the authors' views on the improvements needed to ensure that child participation rights are fully respected and implemented in the countries under review. A detailed comparative analysis follows which helpfully pinpoints both the key commonalities and differences in these global processes. Finally, the concluding chapter draws together the different perspectives revealed across the handbook, and identifies several key issues requiring further reflection from scholars, policy makers and family justice professionals. <br><br><i>The International Handbook on Child Participation in Family Law</i> is a rich source of information and essential reading for all those working in this important and evolving field.

Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University

<p>This study explored how teacher-tailored student evaluation of teaching (TT-SET) augmented with peer observation of teaching (POT) impacted on academics’ pedagogical reasoning in a Vietnamese university. The qualitative case study within the constructivist paradigm used multiple data collection methods. Detailed analysis developed findings through descriptions of individual academics’ experience of the intervention and analysis across participants (using thematic analysis). The intervention encouraged academics to reflect on their practice. This reflection promoted changes in their understandings of practice, actions to refine practice, future plans, and other outcomes (e.g., enhanced confidence, self-efficacy, sense of autonomy, and collegiality). However, there were several challenges which varied among the participants, including perceiving TT-SET as lacking reliability and validity, limited learning from junior peers, disagreement with feedback and lack of sensitivity, and limited time for POT and changes. The findings also suggested that among other factors, the nature of the peer relationship, which is under the impact of the Vietnamese Confucian collectivist culture, was important to successful implementation of the intervention. The theoretical framework developed for this study helps explain the changes in academics’ pedagogical reasoning, particularly reflection. The study contributes to the area of tertiary teacher development, both theoretically and practically. It offers insights into how such an approach may be effective, particularly in the context of Vietnamese higher education, and provides guidance for both practice and policies. It identifies what needs to be done to improve the implementation of the intervention. It also offers ideas for leaders to make institutional policies to support academics’ professional learning and development. Its findings contribute to understanding how the intervention works, and why it works in the Vietnamese context and also of academics’ reflection and reflective practice. The study includes recommendations for the use of TT-SET augmented with POT for promoting teacher reflection that may lead to changes in practice by addressing necessary conditions for the intervention to be effective. Further research is recommended into the nature of the peer relationship and the characteristics of the peer for POT (e.g., in terms of age, experience, gender, and discipline), the impact of contextual factors, the role of leaders in creating the culture of the learning community, the timing of the intervention, and the use of students’ learning outcomes to evaluate the effectiveness of changes.</p>

Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University

<p>This study explored how teacher-tailored student evaluation of teaching (TT-SET) augmented with peer observation of teaching (POT) impacted on academics’ pedagogical reasoning in a Vietnamese university. The qualitative case study within the constructivist paradigm used multiple data collection methods. Detailed analysis developed findings through descriptions of individual academics’ experience of the intervention and analysis across participants (using thematic analysis). The intervention encouraged academics to reflect on their practice. This reflection promoted changes in their understandings of practice, actions to refine practice, future plans, and other outcomes (e.g., enhanced confidence, self-efficacy, sense of autonomy, and collegiality). However, there were several challenges which varied among the participants, including perceiving TT-SET as lacking reliability and validity, limited learning from junior peers, disagreement with feedback and lack of sensitivity, and limited time for POT and changes. The findings also suggested that among other factors, the nature of the peer relationship, which is under the impact of the Vietnamese Confucian collectivist culture, was important to successful implementation of the intervention. The theoretical framework developed for this study helps explain the changes in academics’ pedagogical reasoning, particularly reflection. The study contributes to the area of tertiary teacher development, both theoretically and practically. It offers insights into how such an approach may be effective, particularly in the context of Vietnamese higher education, and provides guidance for both practice and policies. It identifies what needs to be done to improve the implementation of the intervention. It also offers ideas for leaders to make institutional policies to support academics’ professional learning and development. Its findings contribute to understanding how the intervention works, and why it works in the Vietnamese context and also of academics’ reflection and reflective practice. The study includes recommendations for the use of TT-SET augmented with POT for promoting teacher reflection that may lead to changes in practice by addressing necessary conditions for the intervention to be effective. Further research is recommended into the nature of the peer relationship and the characteristics of the peer for POT (e.g., in terms of age, experience, gender, and discipline), the impact of contextual factors, the role of leaders in creating the culture of the learning community, the timing of the intervention, and the use of students’ learning outcomes to evaluate the effectiveness of changes.</p>

The tools related to mathematics teachers’ pedagogical reasoning: critical review

Shulman (1987) introduced pedagogical reasoning in his model of pedagogical reasoning and action, refers to the phases of activities involving comprehension, transformation, instruction, evaluation, and reflection. The present study aims at a critical review on the tools for investigating the phases of pedagogical reasoning and action for mathematics teachers. Based on a focused search in the database Scopus, 13 articles were reviewed. Findings showed three categories included mathematical tasks, teaching materials and videos. We further classified each category and connected it with Shulman’s phases of pedagogical reasoning. Mathematical tasks are classified as pure mathematical tasks and mathematical pedagogical tasks which can be connected to comprehension and transformation phases. Teaching materials are classified into three sub-categories, including materials in planning session, in implementation session, and after implementation which can be connected to comprehension and transformation, instruction, and evaluation and reflection phases, respectively. Lastly, videos are classified into three subcategories including video of self-teaching, others teaching, and movie which connected to evaluation and reflection phases. Two findings are highlighted including (1) the correspondence between the tools for pedagogical reasoning and Shulman’s phases of pedagogical reasoning and (2) the features of each sub-category of the tools related to pedagogical reasoning.Keywords: mathematics teachers; pedagogical reasoning

Giving voice to teachers through interpretative phenomenological research: a methodological consideration

PurposeThis conceptual article aims to examine the application of interpretative phenomenology to research on teacher experience. It covers methodological theory and practical interpretative approaches that are pertinent for generating useful insights into an educational issue.Design/methodology/approachDrawing on an illustrative research on secondary teachers' disciplinary and pedagogical reasoning and classroom practices in Ghana, this article explores the author's musings and introspection around carrying out an interpretative phenomenological research and demonstrates how the approach helped to amplify teachers' voices.FindingsThe article demonstrates that the canons of interpretative phenomenology and qualitative research in general, while translatable to practice, need to be regarded as a series of emergent decisions and actions rather than prescriptive set of principles. The article explains that educational researchers must recognise interpretation as the lifeblood of the approach and move beyond the description of essences and explicate participants' experiences of phenomena using workable frames of interpretation.Originality/valueThe article extends the current methodological knowledge base by contributing to international discussions on qualitative research and to an understanding of the applicability of interpretative phenomenological research design to research on teacher reasoning and practice. It also serves as a useful methodological resource for novice researchers.

An Interactional and Aligned Educational Design Framework to Support Teachers' Pedagogical Reasoning

This chapter presents and problematizes a theoretical design framework for understanding and supporting teachers' pedagogical reasoning in online contexts. The framework synthesizes existing educational theories to illustrate how digital technologies can be used to create interactional and aligned educational designs and is therefore referred to as the IAED framework. The IAED framework can be used in teacher education and development programs, and by teachers, researchers, educational designers, and others. In the chapter, empirical examples and analysis are provided to illustrate and discuss how the IAED framework can be used to (1) support teachers' pedagogical reasoning and educational design practices, (2) evaluate existing educational designs and design practices, and (3) study educational designs and design practices, as well as (changes in) teachers' pedagogical reasoning.