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Pedagogical meanings emerging in practice (Part 2)

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978-1-921729-95-9
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Product Description

Edited by Shirley O'Neill

Published: Dec 2008
ISBN: 978-1-921729-95-9
Pages: 122 (PDF version)

Overview

Pedagogical Meanings Emerging in Practice (Part 2) is the second part of two issues of the International Journal of Pedagogies and Learning in 2008 both of which relate in a variety of ways to the theme of meanings emerging in practice.

The Special Issue is highly pertinent to the investigation of the way pedagogical meanings are emerging in practice. It highlights the longer term impact of authoritative pedagogies and learning on the mobility of both staff and students in higher education, and strongly reflects the current global context of cultural, economic, linguistic and political diversity and controversy that surrounds the nature of learning and the ongoing demand for particular learning outcomes.

Overall this Issue causes one to reconsider the concept of learning, and the nature of pedagogies and practices for twenty-first century learning. Besides drawing attention to how learning may be conceptualised by young children in primary school, and the importance of student voice in the development of effective learning environment in schools, they draw attention to a range of issues impacting on pre-service teacher education and the role and impact of ICT in learning. This Special Issue also provides a variety of valuable insights into approaches to improve pedagogical practices across sectors, including primary, secondary and tertiary, and in particular raise awareness of issues impacting on arts education, child protection education, languages education and the use of ICT.

In the first article, Caroline Lodge highlights the importance of involving students in dialogue about the concepts of learning, learner expectations and their own learning as a way to help them become better learners and for teachers to become better teachers. The article provides an exciting and lucid description of classroom pedagogical developments that demonstrate learning through dialogue.

Article two, by Denise Murray reminds us how the use of ICT in classrooms has developed and changed over time as has the technology itself. She reports on how evidence-based practice has informed pedagogical change in the way ICT has been used in second language learning, concluding that for effective learning ‘instruction needs to be carefully scaffolded to include modelling language, explicit teaching of the characteristics of language, and feedback that is timely, specific and multimodal’.

In article three, Wong Yew Leong and Charlene Tan describe their use of audio-visual media such as film and podcasts in their pedagogical approach to the challenge of teaching philosophy to secondary school students. They describe how these students learn to examine and evaluate their own reasoning as well as that of others.

In the fourth article Deborah Kerr reports on preliminary research into the potential of career-change pre-service teachers (people who have decided to leave an occupation to become teachers) to use their existing ICT skills in their pedagogical approach and also contribute to the upskilling of their future colleagues in the workplace.

The fifth article by Rachael Jacobs focuses on Arts education and the preparation of pre-service teachers. The impact of the negative perceptions of the arts and arts education that pre-services teachers’ bring to their learning are discussed in relation to developing a pedagogical approach that tertiary educators find effective.

In article six Donna Matthewson-Mitchell also focuses on pedagogical practices in the arts in her proposal of a pedagogical model that supports teachers in the creation of purposeful and integrated learning experiences in the context of art museums. She argues that art museums provide distinctive sites for transformative and inclusive school-based pedagogies and that this model will improve and enhance teachers’ ability to use museums for learning.

Angela Fenton’s article seven highlights the need for effective pedagogies in tertiary education for the preparation of pre-service teachers to address issues related to child-protection and child safety. She adapts the Strengths Approach to the education context and reports on preliminary research on its value as a pedagogical approach for pre-service teachers in early childhood education.

In article eight Shirley O’Neill explores the impact of pedagogy in languages education for English as a foreign language (EFL) on Japanese high school students’ views of effective language learning strategies and cross-cultural attitudes. These results highlight the need to consider both languages education policy and pedagogy particularly with regard to EFL.

Finally, the book review by Emilio A Anteliz, Phyllida Coombes and Patrick Danaher provides yet another insight into learning and the learner to remind one of the importance of the learning journey or pathway. Even though confined to the academic context, as noted, a ‘strength of the book is the glimpses...that it affords of the aspirations, experience and reflections of groups of students and staff members who have encountered academic mobility’.

This Special Issue offers a thought-provoking exploration of examples of innovative pedagogical approaches for school improvement and is valuable reading for educators.

Table of Contents

Introduction: Pedagogical meanings emerging in practice (Part 2)
- Shirley O’Neill

Engaging student voice to improve pedagogy and learning: An exploration of examples of innovative pedagogical approaches for school improvement
- Caroline Lodge

From marginalisation to transformation: How ICT is being used in ESL learning today
- Denise Murray

The use of audio-visual media in the teaching of philosophy in secondary schools
- Wong Yew Leong, Charlene Tan

Transitions into teaching for career-change professionals
- Deborah Kember

When do we do the Macerena?: Habitus and arts learning in primary pre-service education courses
- Rachael Jacobs

Exploring alternative pedagogical terrain: Teaching and learning in art museums
- Donna Matthewson-Mitchell

From strength to strength: An educational research journey using a Strengths Approach
- Angela Fenton

A case study of learning in English as a foreign language (EFL) in Japan: High school students’ English proficiency levels and fostering positive cross-cultural attitudes
- Shirley O’Neill

Book Review: Students, staff and academic mobility in higher education Mike Byram and Fred Dervin (eds)
- Reviewed by Emilio A Anteliz, Phyllida Coombes, Patrick Alan Danaher


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