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Book part
Publication date: 1 December 2014

Khalil Gholami and Mahmoud Mehrmohammadi

Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with…

Abstract

Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with this pedagogy, we studied the narratives of the teachers who were already involved in TRP to understand how it helped them reconstruct their professional identity. We found this pedagogy helped teachers improve their professional consciousness. The teachers with good manners and methods could take obviously significant advantage of TRP and involve in reflective practical research. As a consequence, an epistemological shift happened in the professional life of such caring teachers where they no longer only use the knowledge of a third-party person. Such conditions recovered teachers’ professional identity and put them in power position.

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International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

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Book part
Publication date: 1 December 2014

Cheryl J. Craig and Lily Orland-Barak

In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well…

Abstract

In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well as the theory–practice chasm, and conclude the edited volume with a model capturing the nature of fruitful, contextualized international pedagogies. Throughout the discussion, they highlight connections between and among potentially promising pedagogical approaches documented by the contributing authors whose countries of origins differ. As authors of this chapter and editors of this book, they claim that promising pedagogies have the potential to “travel” to other locales if their conditions of enactment are locally grounded, deliberated, and elaborated. This contextualization adds to the fluidity of knowledge mobilization to contexts different from the original one. Furthermore, all of the pedagogies have a praxical character to them, which means they strive to achieve a dialectical relationship between theory and practice. At the same time, they address local complexities in a reflective, deliberative, and evidence-based manner while acknowledging connections/contradictions in discourses and daunting policy issues/constraints/agendas. Against this “messy” backdrop, a model for traveling international pedagogies is proposed. The model balances a plethora of complexities, on the one hand, with the seemingly universal demand for uniformity, on the other hand. Through ongoing local, national, and international deliberation and negotiation, quality international pedagogies of potential use and value become readied for “travel”.

Book part
Publication date: 3 May 2011

Jill Terry Rudy

It will flame out, like shining from shook foil.Gerard Manley Hopkins, “God's Grandeur”As Emerson asserts, seeing people as benevolent and virtuous is, in fact, the most accurate…

Abstract

It will flame out, like shining from shook foil.Gerard Manley Hopkins, “God's Grandeur”As Emerson asserts, seeing people as benevolent and virtuous is, in fact, the most accurate way to see them.Mary Rice

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Adolescent Boys' Literate Identity
Type: Book
ISBN: 978-0-85724-906-7

Book part
Publication date: 25 October 2014

Jennifer Spratt and Lani Florian

This chapter describes the development and use of a framework, based on a set of theoretical principles that can support teachers, teacher educators and researchers make informed…

Abstract

This chapter describes the development and use of a framework, based on a set of theoretical principles that can support teachers, teacher educators and researchers make informed judgements about inclusive pedagogy in each unique setting. This chapter will address the concept of inclusive pedagogy; how the framework was developed; and will provide an introduction to the framework. Discussion will focus on how the framework was used by researchers to better understand how the ideas of inclusive pedagogy were enacted by newly qualified classroom teachers and how it was used to support experienced classroom teachers and specialist support teachers to challenge and alter some existing practices.

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Measuring Inclusive Education
Type: Book
ISBN: 978-1-78441-146-6

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Article
Publication date: 1 March 2014

Lamont E. Maddox and John W. Saye

This study examined the impact of varying levels of authentic pedagogy on student learning in select 9th and 10th grade history classrooms. The sample included four junior high…

Abstract

This study examined the impact of varying levels of authentic pedagogy on student learning in select 9th and 10th grade history classrooms. The sample included four junior high and four high school teachers. During the initial phase of the study, instructional artifacts (tasks) and classroom observational data were collected and analyzed to determine the level of authentic pedagogy students experienced in their classes. Participating teachers were assigned an authentic pedagogy score based on this analysis that was used as the primary independent variable in subsequent statistical analyses designed to evaluate student learning outcomes. The findings suggest that the use of authentic tasks and instruction has a small, but positive correlation with student performance on the Alabama High School Graduation Exam in use at the time the study was done. A performance benefit was also noted for students who experienced multiple courses at the moderate authentic pedagogy level. The benefit, however, could be attributed to an advanced placement effect since advanced placement students in the sample were more likely to receive moderate authentic pedagogy.

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Social Studies Research and Practice, vol. 9 no. 1
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 31 August 2021

Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of…

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Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

Findings

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 49 no. 3/4
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 21 November 2015

Cheryl J. Craig and Lily Orland-Barak

This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the…

Abstract

This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the essence of what constitutes promising international teacher education pedagogies and how those pedagogies can best be shared. The chapters are reviewed according to the sections in which they appeared: pedagogies of working with multimodalities; pedagogies of partnerships and communities; pedagogies of teacher assessment; and vehicles for teacher education research, and dissemination. Key knowledge contributions from each chapter are emphasized. Similarities between the featured pedagogies are also highlighted. Finally, overarching themes are pinpointed.

Details

International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

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Article
Publication date: 1 November 2007

Omiunota Nelly Ukpokodu

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a…

Abstract

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.

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Social Studies Research and Practice, vol. 2 no. 3
Type: Research Article
ISSN: 1933-5415

Book part
Publication date: 1 December 2014

Eila Estola, Hannu L. T. Heikkinen and Leena Syrjälä

The aim of this chapter is to feature exemplars of narrative pedagogies used in teacher education in Finland. The theoretical framework of the chapter is based on two commitments…

Abstract

The aim of this chapter is to feature exemplars of narrative pedagogies used in teacher education in Finland. The theoretical framework of the chapter is based on two commitments. First, we argue that narrative pedagogies are meaningful, since becoming and being a teacher is a constantly changing and developing identity story. Narrative pedagogies also link to the notion of “participant knowledge,” in contrast to “spectator knowledge,” which has been the dominant view on epistemology in the modern scientific world. Participant knowledge is something typically narrative in nature, which has much to do with emotional and expressive ways of understanding the world around us. In this chapter, we first introduce practices of autobiographical writing as examples how to promote skills of critical reflection. We then introduce narrative pedagogies, which have been organized for peer groups. During the first project, a special method, KerToi, was developed both for preservice and in-service teacher education. The newest model is the Peer-Group Mentoring (PGM) model, in which peer group practices were further developed to support early career teachers in Finland, and to be used as the European Paedeia Café model. We conclude that narrative pedagogies in Finnish teacher education offer an excellent environment that links theoretical, spectator knowledge to participant knowledge. The narrative approach to peer-group mentoring can be seen as a promising pedagogy, which can promote a more humane teacher education experience and reinforce the professional and personal growth of future teachers.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

Book part
Publication date: 1 December 2014

Lily Orland-Barak and Cheryl J. Craig

This chapter introduces the theory–practice divide through surveying highly diverse sources of literature that document its existence and call for ways in which it can be…

Abstract

This chapter introduces the theory–practice divide through surveying highly diverse sources of literature that document its existence and call for ways in which it can be overcome. After that, gaps between theory and practice as they appear in the field of education are foregrounded and presented as a challenge, particularly in the Western teacher education enterprise. The authors contend that the gap between theory and practice can be addressed nationally and internationally through focusing on pedagogies that are locally deliberated and enacted. Such pedagogies would be specifically named by teacher educators; the origins (cultural/practical/theoretical/policy roots) of the pedagogies would be traced; and live, evidence-based exemplars of the pedagogies unfurling in their home settings would be presented from an insider point of view. Through this approach, promising pedagogies with potential portability to other national and international contexts would be made known. In this manner, a dialectical relationship between theory and practice – where each speaks productively to the other – would be established. This relationship, the authors reinforce, would need to be continually negotiated when the enactment of the promising pedagogies is attempted in different settings and/or at different junctures of time.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

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