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Journal articles on the topic 'Pedagogical agent roles'

Author: Grafiati

Published: 25 May 2024

Last updated: 19 July 2025

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1

Sorin, Cristea. "The Pedagogical Profession." Journal of Educational Theory and Practice DIDACTICA PRO... 20, no. 5 (123) (2020): 57–60. https://doi.org/10.5281/zenodo.4256638.

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The pedagogical profession is defined from a historical and conceptual, theoretical and practical perspective. It is analyzed in the current context, at the level of: a) sphere of reference, which is extended to the scale of the whole society, outlined formally and non-formally within the education system and process; b) general functions – to carry out organized activities and unorganized influences, with formative purposes, with positive and/or negative impact; c) basic structure, necessary for the exercising of the “pedagogical profession”, which can be identified and perf

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Frechette, Casey, and Roxana Moreno. "The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments." Journal of Media Psychology 22, no. 2 (2010): 61–72. http://dx.doi.org/10.1027/1864-1105/a000009.

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We examined how the presence and nonverbal communication of an animated pedagogical agent affects students’ perceptions and learning. College students learned about astronomy either without an agent’s image or with an agent under one of the following conditions: a static agent (S), an agent with deictic movements (D), an agent with facial expressions (E), or an agent with both deictic movements and facial expressions (DE). Group S outperformed group E on a comprehension test, but no other differences were found on students’ learning or perceptions. The results show that the presence of the stu

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Kim, Yanghee, and Amy L. Baylor. "Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations." International Journal of Artificial Intelligence in Education 26, no. 1 (2015): 160–69. http://dx.doi.org/10.1007/s40593-015-0055-y.

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Graesser, Arthur C., Carol M. Forsyth, and Blair A. Lehman. "Two Heads May be Better than One: Learning from Computer Agents in Conversational Trialogues." Teachers College Record: The Voice of Scholarship in Education 119, no. 3 (2017): 1–20. http://dx.doi.org/10.1177/016146811711900309.

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Background Pedagogical agents are computerized talking heads or embodied animated avatars that help students learn by performing actions and holding conversations with the students in natural language. Dialogues occur between a tutor agent and the student in the case of AutoTutor and other intelligent tutoring systems with natural-language conversation. The agents are adaptive to the students’ actions, verbal contributions, and, in some systems, their emotions (such as boredom, confusion, and frustration). Focus of Study This paper explores several designs of trialogues (two agents interacting

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Madni, Azad M., and Carla C. Madni. "INTELLIGENT AGENTS AS SYNTHETIC ROLE PLAYERS IN SCENARIO-BASED TRAINING." Journal of Integrated Design and Process Science: Transactions of the SDPS, Official Journal of the Society for Design and Process Science 12, no. 1 (2008): 39–54. http://dx.doi.org/10.3233/jid-2008-12104.

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Intelligent agents are increasingly being exploited as synthetic role players (e.g., teammates, coaches, and opponents) in scenario-based training (SBT). However, the introduction of intelligent agents into training applications comes with its share of challenges given the unique requirements of each role. In particular, the required level of intelligence depends on the requirements of a particular role. For example, agents performing as "extras" in a scene require little or no intelligence, whereas an in situ remediation agent requires the ability to diagnose student deficiencies relative to,

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Ofer, Shlomit. "Fortune Teller and Midwife: A Reflective View on Pedagogical-Artistic Management in a Reality of Multiple Crises." Journal of Education and Training Studies 11, no. 2 (2023): 10. http://dx.doi.org/10.11114/jets.v11i2.5868.

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The academic year of 2020-2021 was characterized by multiple crises, which affected the pedagogical-artistic management of the Department of Dance at the Kibbutzim College of Education, Technology and the Arts – one of the leading colleges in Israel for training teachers of dance. These crises occurred on three levels: the global, the national, and the local. On a global level, the Covid-19 outbreak brought about limitations imposed upon the public, from which emerged extreme social tensions, coupled with a political chasm that led to four election cycles, and finally a controversial military

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Istenič, Andreja, Liliya Latypova, Violeta Rosanda, Žiga Turk, Roza Valeeva, and Xuesong Zhai. "Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners." Education Sciences 14, no. 4 (2024): 390. http://dx.doi.org/10.3390/educsci14040390.

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We are facing the rapid development of educational technology and social robots tested in classrooms. Research has identified teachers’ caution and concerns about these robots’ social skills. Pre-service education is critical for forming beliefs and preparing teachers for the future classroom and innovations in educational technology. In the present study, exploratory factor analysis is applied to examine pre-service teachers’ concerns about social robots’ instructional integration in the role of social agents interacting with children. We apply a concerns scale encompassing the instructional

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Torrents, Carlota, Natàlia Balagué, Robert Hristovski, Maricarmen Almarcha, and J. A. Scott Kelso. "Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings." Sustainability 13, no. 5 (2021): 2696. http://dx.doi.org/10.3390/su13052696.

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Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, specifically, we base it on the formation of spontaneous multiscale synergies emerging in complex living systems when interacting with cooperative/competitive environments. This conception of educational agents (students, teachers, institutions) chan

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Hulchiy, Olesia P., Iryna M. Khomenko, Nadiia M. Zakharova та Olena O. Zelikovska. "ОПЫТ ИСПОЛЬЗОВАНИЯ SMART-ТЕХНОЛОГИЙ В ПОСЛЕДИПЛОМНОМ ОБРАЗОВАНИИ ВРАЧЕЙ ПРОФИЛАКТИЧЕСКОЙ МЕДИЦИНЫ". Information Technologies and Learning Tools 65, № 3 (2018): 236. http://dx.doi.org/10.33407/itlt.v65i3.1882.

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The article describes the activities of scientific and pedagogical staff on information technology (IT) in the modernization of the educational process in the context of health reform and the development of public health in Ukraine. The major challenges and obstacles facing the institutions of postgraduate training preventive medicine physicians have been analyzed. By surveying the trainees, the authors have investigated and summarized the needs of post-graduate students for the development of their IT skills in the workplace, methods for enhancing and supporting their motivation, their vision

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Rogošić, Silvia, Ana Maskalan, and Aleta Jurki. "What are the key roles of education?" JAHR 11, no. 2 (2020): 445–65. http://dx.doi.org/10.21860/j.11.2.7.

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The position of education in society depends to a certain degree on the public opinion about what education should provide to an individual and the social community.1 In fact, in addition to the humanistic aim of education implying a versatile (complete, harmonious) or self-actualising development of an individual,2 the scientists often emphasise the social, political, and economic purpose of education. Thus, education, for example, has a very important role in ensuring economic and social progress and improving the distribution of income.3 In addition, the educational system is also viewed as

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Rashmi, Mishra, and Varshney Deepika. "Comprehensive analysis of human and AI task allocation in the education sector: Defining futuristic roles and responsibilities." World Journal of Advanced Research and Reviews 22, no. 3 (2024): 1883–93. https://doi.org/10.5281/zenodo.14764239.

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This research explores the integration of AI chatbots in higher education, examining their impact on teaching practices, learning outcomes and student engagement. AI's ability to predict and adapt offers transformative potential for educational environments, shifting skill demands and enhancing accessibility. Using the Technological Pedagogical Content Knowledge (TPACK) framework, we assess the integration of AI tools by educators. At the same time, the Technology Acceptance Model (TAM) gauges teacher’s perceptions and Constructivist Learning Theory (CLT) explores AI's support for intera

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Hao, Phan Nhat, and Truong Thai Thanh Tam. "“Resilience fosters sustainability!”: Exploring Vietnamese pre-service EFL teachers’ emotional experiences in a school-based teaching practicum from the lens of Resilience Theory." Educational Point 2, no. 1 (2025): e118. https://doi.org/10.71176/edup/16299.

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Teacher emotion has garnered increasing scholarly attention as a critical catalyst shaping professional performances and sustained professional development. This qualitative case study, anchored in Resilience Theory, investigated the emotional experiences and regulation strategies of Vietnamese pre-service EFL teachers during a school-based teaching practicum in the Mekong Delta region. Data was gathered through semi-structured interviews with ten pre-service teachers and five teacher mentors and analyzed through thematic analysis. Findings uncovered a spectrum of participants’ emotional fluct

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Jieyu, Liu Hao Fang. "Research on the personality and Teaching Role Design of Animated Pedagogical Agent of AR Books in the Context of Metaverse." Multicultural Education 9, no. 3 (2023): 57. https://doi.org/10.5281/zenodo.7775282.

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<em>The presence of proxies, either animated or static images, positively affects users in the learning environment. Images of both static and dynamic agents are considered more plausible than the absence of images. Regarding the perception of an agent as a person, animated agents have a positive effect on static images.Lester, Kahler, Barlow, Stone and Bhogal (1997) found that the presence of animated instructional agents had a significant, strong and positive effect on students' perceptions of their learning experiences. In their study, middle school student participants encountered one

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Adam, Helen, Lennie Barblett, Gill Kirk, and Gloria S. Boutte. "(Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing." Contemporary Issues in Early Childhood 24, no. 2 (2023): 189–207. http://dx.doi.org/10.1177/14639491231176897.

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Few would dispute the importance of equity, inclusion and belonging in early childhood education and care, yet translation into meaningful practice rarely centres the priorities of historically divested communities. The national learning framework for early childhood in Australia is the Early Years Learning Framework, positioning the child as a capable agent and describing inclusive, culturally competent practice. This article presents part of a larger study investigating educators’ beliefs and practices when using culturally diverse literature to address the Early Years Learning Framework’s d

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Fera, Ardian. "PREPOSITIONS AND THEIR SYNTACTIC USE IN ALBANIAN AND ENGLISH." Knowledge International Journal 31, no. 2 (2019): 571–74. http://dx.doi.org/10.35120/kij3102571f.

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A preposition is a word or set of words that indicates location or some other relationship between a noun or pronoun and other parts of the sentence. It refers to the word or phrase which shows the relationship between one thing and another, linking nouns, pronouns and phrases to other words in a sentence. They are abstract words that have no concrete meaning. They merely show the relationships between groups of words. Within a preposition, there are many different variations in meaning that are conveyed. The proper interpretation of prepositions is an important issue for automatic natural lan

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Pickette, Samantha. "Finding Refuge in Humor or Stoking the Flames of Antisemitism? Genre, Revisionist History, and the Holocaust in Contemporary American Popular Culture." Jewish Film & New Media: An International Journal 11, no. 1 (2023): 116–37. http://dx.doi.org/10.1353/jfn.2023.a937531.

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ABSTRACT: This article examines the roles that genre and revisionist history play in popular culture depictions of the Holocaust, focusing on examples of contemporary films and TV series that incorporate elements of comedy, fantasy, melodrama, and revenge as cinematic devices that offer new ways of understanding the Holocaust. Genre acts as an agent of resistance—both in the sense that the existence of these films and series stake a claim for the artistic merit of unconventional approaches to Holocaust narratives and, perhaps more importantly, in the sense that the possibilities offered by the

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Ibragimova, Saule. "ENSURING THE SOCIALIZATION OF HIGH-CLASS STUDENTS AS A PEDAGOGICAL PROBLEM." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 06 (2023): 108–11. http://dx.doi.org/10.37547/pedagogics-crjp-04-06-18.

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Mara, Elena-Lucia, and Lucia-Larissa Morar. "The Learning Community – Roles, Effectiveness, Impact." International conference KNOWLEDGE-BASED ORGANIZATION 31, no. 2 (2025): 165–73. https://doi.org/10.2478/kbo-2025-0064.

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Abstract Creating a learning community enables individuals to align around common goals, fostering collaboration, mutual learning, and accelerated progress. Such communities link educators across schools, encouraging the exchange of ideas and outcomes while building trust through dialogue and reflection. This collective learning process relies on setting goals, tracking progress, and learning from both successes and failures. Unlike traditional pedagogy, adult education operates on principles tailored to the unique needs of adult learners, emphasizing contextual, critical, and logical thinking

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Apoki, Ufuoma Chima, Aqeel M. Ali Hussein, Humam K. Majeed Al-Chalabi, Costin Badica, and Mihai L. Mocanu. "The Role of Pedagogical Agents in Personalised Adaptive Learning: A Review." Sustainability 14, no. 11 (2022): 6442. http://dx.doi.org/10.3390/su14116442.

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Personalised adaptive learning is becoming increasingly popular as a method of providing each student on an online platform with learning experiences that are tailored to their own requirements and peculiarities. This enables learners to go along many learning routes with the shared objective of information and skill development. In such systems, adaptivity and intelligence play distinct roles, with adaptivity being a more data-driven decision-making approach and intelligence being the emulation of human traits in a learning setting. Pedagogical agents, as defined in the field of artificial in

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Pace, Judith L., and Larisa Kasumagić-Kafedžić. "Teacher education for democracy in Sarajevo and San Francisco: Pedagogical tools to connect theory and practice." Citizenship Teaching & Learning 16, no. 3 (2021): 397–415. http://dx.doi.org/10.1386/ctl_00073_1.

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The rise of nationalism that deepens hatred of the ‘other’, long-standing divisions and legacies of oppression threaten democracy around the globe. Despite the urgency of advancing transformative democratic education in the face of these daunting challenges, in real classrooms, most teachers do not take up this endeavour. Teacher education has a vital role to play in preparing teachers to educate democratic civic agents in contentious political contexts. This article presents teaching practices from two teacher educators from very different locations, Sarajevo and San Francisco, who equip pre-

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Domagała Zyśk, Ewa. "Non-Pedagogical School Personnel as Agents in the Functional Assessment of Students with Disabilities and Special Educational Needs." International Journal of Special Education (IJSE) 39, no. 1 (2024): 53–59. http://dx.doi.org/10.52291/ijse.2024.39.6.

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Functional assessment, as opposed to classical psycho-pedagogical diagnosis, has been playing a significant role in the new model of inclusive education in Poland, launched by the Ministry of Education in 2020. It is a multispecialty process of collecting data about the child or youth’s functioning in order to design an adequate support plan in the ecological niche of the young person’s school. While the specialist role is well described in this process, subject teachers’ and parents’ roles are still being discussed. Little is known about the possibility of playing an active role in this proce

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Knight-Diop, Michelle G., and Heather A. Oesterreich. "Pedagogical Possibilities: Engaging Cultural Rules of Emotion." Teachers College Record: The Voice of Scholarship in Education 111, no. 11 (2009): 2678–704. http://dx.doi.org/10.1177/016146810911101103.

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Background/Context Teaching, leading, and learning are inextricably connected to emotions. Yet, the significance of emotions is rarely addressed in educational settings, and when it is, the relationship between emotions and curricula is most often framed by of an overly individualistic behavior model that focuses on the management and regulation of emotions. This model obscures, if not denies, the structural-collective aspects of students’ and teachers’ emotions and thereby fails to recognize that emotions are culturally based, with patterns of selectivity deeply embedded in social and cultura

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Avidov Ungar, Orit, and Tamar Shamir-Inbal. "ICT Coordinators’ TPACK-based Leadership Knowledge in their Roles as Agents of Change." Journal of Information Technology Education: Research 16 (2017): 169–88. http://dx.doi.org/10.28945/3699.

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Aim/Purpose: The aim of the study is to examine what ICT coordinators perceive as the main elements of knowledge needed to implement ICT successfully into school culture. Background: For the past few years, Israel’s Ministry of Education has been running a national program of adapting the education system to the 21st century skills. Key teachers have been appointed as ICT coordinators. Their role was to implement technology in schools. Methodology: The participants in this study were 130 ICT coordinators in Israeli Hebrew and Arabic schools. Those ICT coordinators had to attend a special in-se

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Miramon, Sheila R., Osias Kit T. Kilag, Elma S. Groenewald, and Lourene B. Barayuga. "Teacher Leadership in the Philippines: Evaluating its Impact on K-12 Education Reform." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 1 (2024): 162–67. https://doi.org/10.5281/zenodo.11032619.

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Abstract: This integrative literature review explores the dynamic landscape of teacher leadership within the Philippine education system, focusing on the transformative implications of the K-12 Basic Education Program. The study unveils a paradigm shift, acknowledging teachers as active agents of change rather than mere implementers. Despite this evolution, challenges persist within the centralized education system, where bureaucratic norms and hierarchical structures limit teacher leadership opportunities, diverting teacher leaders towards administrative roles and hindering the development of

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Katsarou, Eirene, Fridolin Wild, Areti-Maria Sougari, and Paraskevi Chatzipanagiotou. "A Systematic Review of Voice-based Intelligent Virtual Agents in EFL Education." International Journal of Emerging Technologies in Learning (iJET) 18, no. 10 (2023): 65–85. http://dx.doi.org/10.3991/ijet.v18i10.37723.

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Since its debut in the field of education nearly three decades ago, Artificial Intelligence (AI) has been considered as a powerful tool to facilitate new paradigms for instructional design and innovative educational practice in the form of intelligent tutoring systems, chatbots, teaching robots and adaptive learning systems among others. Recent technological advances in the adjacent areas of natural language processing, machine learning and computer graphics focusing primarily on design features that can improve their human-like qualities of naturalness and believability as human interlocutors

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Piwowarczyk, Mirosław. "Family and family education model in parish press of Great Poland in 2nd Polish Republic: „Tygodnik Parafji Zbąszynskiej” example." Family Upbringing 2, no. 2 (2011): 81–104. http://dx.doi.org/10.61905/wwr/171230.

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Local press played a significant role in 2nd Polish Republic both from the perspective if state administration, territorial autonomies, political parties and the expectations of wide social environments and local communities. It fulfilled the need of information on the social, political, educational, cultural and economical life of specific environments. It also worked as a tool in propaganda and political agitation, it familiarized ideologies of political parties and expressed views and idea of local communities. It played an important part in local economy life; it educated and actively took

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Cervantes-Duarte, Luisa, and Antonio Fernández-Cano. "Impact of Armed Conflicts on Education and Educational Agents: A Multivocal Review." Revista Electrónica Educare 20, no. 3 (2016): 1. http://dx.doi.org/10.15359/ree.20-3.12.

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This paper investigates the short and long-term pernicious impact of armed conflicts on education and educational agents (students, teachers and students’ parents), using a multivocal review by means of the integration and qualitative analysis of 60 research reports (voices) found in two databases: Web of Science and PROQUEST in the period between 1995 –date of the first founding paper- until 2014. Through the analysis of source data (voices) and taking the “multivocal review” as a method, the voices have been combined in nine categories, namely: a) Refusal and impediments to a return to educa

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Alsop, Steve, and Darren Hoeg. "Collegial Conversations at a Time of COVID-19." Journal for Activist Science and Technology Education 11, no. 2 (2020): 60–74. http://dx.doi.org/10.33137/jaste.v11i2.34536.

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During the COVID-19 pandemic in 2020, citizens and social institutions have been called into action. Questions of the future of school and an appropriate educational response to the pandemic have been widely discussed and debated. As scholars of science education, subjects particularly relevant to educating about the virus and its transmission, we discuss the roles and responsibilities of science education during pandemic. The format of this paper is a dialogue. We discuss theoretical positions related to science education and the pandemic, inequalities and injustices, recent anti-Black racism

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Pérez-Marín, Diana, Raquel Hijón-Neira, and Celeste Pizarro. "A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education." Computers 13, no. 3 (2024): 65. http://dx.doi.org/10.3390/computers13030065.

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Pedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the roles of a teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students’ performance when learning programming was found when using PCAs in the teacher role. However, it is not common to find PCAs used in classrooms. In this paper, it is explored whether pre-service teachers would accept PCAs to teach programming better if they were co-designed with them. Pre-service teachers are chosen because they ar

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Alridge, Derrick P. "Teachers in the Movement: Pedagogy, Activism, and Freedom." History of Education Quarterly 60, no. 1 (2020): 1–23. http://dx.doi.org/10.1017/heq.2020.6.

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In this year's Presidential Address, historian Derrick P. Alridge discusses his current research project, Teachers in the Movement: Pedagogy, Activism, and Freedom. The project builds on recent literature about teachers as activists between 1950 and 1980 and explores how and what secondary and postsecondary teachers taught. Focusing on teachers in Maryland, Virginia, North Carolina, South Carolina, and Georgia, the project investigates teachers’ roles as agents of social change through teaching the ideals of freedom during the most significant social movement in the United States in the twenti

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Liswandari, Ajeng Linda. "Systematic Literature Review: An exploration of teacher competencies in inclusion education." CAHAYA PENDIDIKAN 10, no. 1 (2024): 1–9. http://dx.doi.org/10.33373/chypend.v10i1.5820.

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This research examines the exploration of teacher competency in inclusive education which can be identified through pedagogical, professional, social and personality competencies. This research uses Systematic Literature Review (SLR) to identify, review and evaluate several studies that are relevant in answering the problem statements. Moreover, research with SLR method has several stages from formulating questions, searching for literature, determining the indicators, examining the literature, presenting, processing and drawing conclusions from the data obtained. Based on literature review, t

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Vieira, Liliana, and Clara Coutinho. "Urban Games." International Journal of Mobile and Blended Learning 8, no. 2 (2016): 55–71. http://dx.doi.org/10.4018/ijmbl.2016040105.

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Mobile technologies are increasingly rooted in society and, therefore, intuitively, teachers begin to take advantage of devices that students carry with them daily in a logic of 1:1 bring your own device (BYOD). In fact, it becomes crucial to use this media to promote/increase new pedagogical activities to motivate and challenge students to acquire and discover knowledge. This was the inspiration to create the MobiGeo, an Urban Game, for Geography teaching. The research question that guided the project was to understand whether the implementation of MobiGeo influence the process of learning ge

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Yusfita Sari, Jihan Salma Pusaka, Farouq Al-Ashil, Rully Hidayatullah, and Hadeli Hadeli. "Telaah Tugas dan Tanggung Jawab Guru di Era Society 5.0." Edukasi Elita : Jurnal Inovasi Pendidikan 2, no. 3 (2025): 72–85. https://doi.org/10.62383/edukasi.v2i3.1643.

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Social transformation brought by the Industrial Revolution 4.0 has led to the emergence of Society 5.0, where technology is integrated into all aspects of life. In education, this presents both challenges and opportunities, especially for teachers whose roles and responsibilities have become increasingly complex. This article aims to analyze the strategic role of teachers in shaping student competencies relevant to the demands of the 21st century. Using a descriptive qualitative approach and library research method, the study refers to constructivism, connectivism, and the 21st Century Skills

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Zaichenko, Natalia, Liudmila Zaichenko, Irina Kondrateva, and Dmitry Rubashkin. "Transformation of relationships between primary school stakeholders in the context of digitization." Education & Self Development 15, no. 3 (2020): 130–44. http://dx.doi.org/10.26907/esd15.3.12.

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The need for research into the transformation of relationships between primary school stakeholders is caused by the acceleration of social and technological processes in which all agents are involved. Digital platforms functioning in unified information systems become cross-functional where they support managerial and pedagogical innovative solutions. The authors regard digitization as a new space for the poly-subjective relationships within information system development. In the transition to digitization it is important to examine the pedagogical aspects and assess the potential advantages

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Duckworth, Vicky, and Bronwen Maxwell. "Extending the mentor role in initial teacher education: embracing social justice." International Journal of Mentoring and Coaching in Education 4, no. 1 (2015): 4–20. http://dx.doi.org/10.1108/ijmce-08-2014-0032.

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Purpose – The purpose of this paper is to explore how mentors can act as change agents for social justice. It examines mentors’ roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment. Design/methodology/approach – Two thematic literature reviews were undertaken: one of UK LLS ITE mentoring and the other an international review of social justice in relation to mentoring in ITE and the first year of teaching. Bourdieu’s concepts of capital, field and habitus

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Guerrero-Hernández, Gonzalo R., and Rocío A. Fernández-Ugalde. "Teachers as researchers: Reflecting on the challenges of research–practice partnerships between school and university in Chile." London Review of Education 18, no. 3 (2020): 423–38. http://dx.doi.org/10.14324/lre.18.3.07.

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Teachers have tended to be underestimated as experts of their own practice and relegated to a technical role. In this context, action research appears as a form to legitimate teachers as active agents and producers of educational knowledge. This article aims to examine how a collaborative research–practice partnership between schools and universities in Chile fosters teachers’ role as researchers. It adopts a qualitative methodology based on thematic analysis of data collected from questionnaires and focus groups. In particular, it reports perceptions of in-service teacher researchers who cond

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Casteião, André Luiz, and Susana Barreto. "The ASPEN method: Establishing the relationship between unmediated creative methods and heuristics adapted to the context of teaching design via an algorithm." Journal of Design, Business & Society 8, no. 2 (2022): 231–45. http://dx.doi.org/10.1386/dbs_00041_1.

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This article’s purpose is to demonstrate the ASPEN method (from the acronym in Portuguese Algorithm to Solving Problems in Teaching), developed to help teachers solve problems in design teaching and establish the relationship between unmediated creative methods and heuristics adapted to this context. The long-standing relationship between teachers and students has been under transformation into an increasingly complex knowledge ecosystem and it has been driving teachers to take on new roles and communicate in ways they have not done before. Now, as opposed to merely passing on knowledge, teach

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Mínguez-López, Xavier, and Tzina Kalogirou. "Editorial: Critical Pedagogy in Literary Education: Reading the Word to read the World." Journal of Literary Education, no. 8 (December 30, 2024): 1–7. https://doi.org/10.7203/jle.8.30026.

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The current special issue of JLE embodies Freire’s goal of literacy/literary education: reading the word to read the world. The cornerstone of Critical Pedagogy lies undoubtedly in Paulo Freire’s seminal work, Pedagogy of the Oppressed. (Pedagogia do Oprimido, 1968). Freire critiques traditional education models, which he terms the "banking model," in which teachers deposit knowledge into passive students. He advocates for a dialogic approach that transforms education into a collaborative process of inquiry. Freire’s methods emphasize critical consciousness (conscientização), urging learners t

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Aparicio-Molina, Carolina, and Felipe Sepúlveda-López. "Teacher Professional Development: Perspectives from a Research Experience with Teachers." Revista Electrónica Educare 27, no. 2 (2023): 1–16. http://dx.doi.org/10.15359/ree.27-2.15870.

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Objective. To analyze the scope of realization of professional learning communities with teachers and management teams who implemented that intervention during two years in a high school in the south of Chile. Methodology. In this applied research, teachers participated in phases of diagnosis of training needs for professional development. Based on this, a proposal of work sessions theoretically and methodologically linked to the professional learning communities was structured. The proposal was designed and implemented together with the school’s management team. After the implementation, the

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Agustina Putri Reistanti, Achmad Irchamni, Kristina Gita Permatasari, and Muhammad Maga Sule. "21ST CENTURY TEACHERS IN THE PERSPECTIVE OF MODERN AND ISLAMIC EDUCATION: ANSWERING THE CHALLENGES OF THE DIGITAL ERA AND GLOBALIZATION." JURNAL PEDAGOGY 18, no. 1 (2025): 35–44. https://doi.org/10.63889/pedagogy.v18i1.250.

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Education today is a very crucial aspect and a major need, especially in this modern era. To remain relevant, education must be able to adapt to the development of digital technology, so that it can produce competent students through collaboration between schools and teachers in the learning process. The rapid advancement of science and technology has brought great changes in human life. The role of teachers in the 21st century has undergone a significant transformation from the traditional model that is authoritative and teacher-centered, to a modern model that is student-oriented, collaborat

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Firdaus, Aisyah, Azizah Hanum O. K., and Usiono Usiono. "Eksplorasi Wawasan Pedagogis KH. Abdul Wahid Hasyim: Tinjauan Sistematis Terhadap Literatur Pendidikan." Journal of Comprehensive Science (JCS) 3, no. 11 (2024): 4887–97. http://dx.doi.org/10.59188/jcs.v3i11.2703.

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KH Abdul Wahid Hasyim is a prominent figure in Islamic education in Indonesia. This research explores his views on education, teaching methods, and their application in modern contexts. The aim is to understand his contributions deeply, evaluate the relevance of his concepts in current educational practices, and provide a foundation for innovation in progressive education systems. The research employs the Systematic Literature Review method to systematically explore Hasyim's pedagogical insights. Researchers gather, evaluate, and synthesize information from journals published between 2019-2024

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Park, Yeonjeong, and Min Young Doo. "Role of AI in Blended Learning: A Systematic Literature Review." International Review of Research in Open and Distributed Learning 25, no. 1 (2024): 164–96. http://dx.doi.org/10.19173/irrodl.v25i1.7566.

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As blended learning moved toward a new phase during the COVID-19 pandemic, advancements in artificial intelligence (AI) technology provided opportunities to develop more diverse and dynamic blended learning. This systematic review focused on publications related to the use of AI applications in blended learning. The original studies from January 2007 to October 2023 were extracted from the Google Scholar, ERIC, and Web of Science databases. Finally, 30 empirical studies under the inclusion criteria were reviewed based on two conceptual frameworks: four key challenges of blended learning and th

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Rendahl, Jenny, Signild Risenfors, Peter Korp, Marianne Pipping Ekström, and Christina Berg. "Forskarinitierat rollspel med efterföljande fokusgruppintervju." Educare - vetenskapliga skrifter, no. 2 (January 1, 2017): 31–55. http://dx.doi.org/10.24834/educare.2017.2.2.

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Role-play is a useful pedagogic tool because it involves active participation and facilitates various ways of expression. However, role-play has received less attention as a research method. We have used researcher-initiated role-play with subsequent focus group interview in a study of adolescents' conceptions about food messages. In this paper we will use our experiences from this empirical study to describe and evaluate the use of researcher-initiated role-play with subsequent focus group interview as a method for data collection. In our empirical study the participants chose and played role

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Rusu, Alina Simona, Adriana Dalila Criste, and Daniel Severus Dezmirean. "Voices of NGOs Supporting the First Master’s Degree Program in Ethology and Human-Animal Interactions in Romania: An Exploratory Qualitative Analysis." Animals 11, no. 4 (2021): 1091. http://dx.doi.org/10.3390/ani11041091.

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This study aims to explore through a qualitative thematic analysis the reflections of six animal protection and wildlife conservation NGOs in Romania regarding the development of the first specialized master’s degree program in ethology and human-animal interaction (EHAI), in relation to the identified needs based on their experience in the field, as well as their expectations in terms of collaboration with the graduates of such a program in addressing the common problems in the areas of animal welfare and human-animal interactions (HAIs). The qualitative content analysis of the written reflec

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Peirats Chacón, José, José Luis Muñoz Moreno, and Ángel San Martín Alonso. "Los imponderables de la tecnología educativa en la formación del profesorado / The intangibles of educational technology in the teacher training." Revista Latinoamericana de Tecnología Educativa - RELATEC 14, no. 3 (2015): 11–22. http://dx.doi.org/10.17398/1695-288x.14.3.11.

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El artículo se focaliza en la influencia que tienen la actitud y los valores culturales y pedagógicos del profesorado ante el uso de los dispositivos tecnológicos en las aulas. La formación del profesorado en tecnología educativa, como valor estratégico relevante, queda orientada en la dirección de promover la innovación y el cambio educativo para la mejora. El análisis llevado a cabo permite identificar hasta cinco principales imponderables de las tecnologías en la formación del profesorado. Se trata de la inestabilidad de los protocolos de equipamiento de los centros escolares, la innovación

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Csörsz, Ilona. "Social psychological determinants of the formation of medical students’ professional identity. Possibilities of development." Orvosi Hetilap 152, no. 12 (2011): 475–80. http://dx.doi.org/10.1556/oh.2011.29078.

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Systematic observations regarding techniques of medical career-socialization has hardly ever appeared in Hungarian technical literature yet. Focusing on the need for practical medical training the author elaborated a career-socialization program consisting of a three-level, three-branch training technique. This consisted of a Junior Bálint-group, an imaginative visualization technique, and an expressive, drama-pedagogical working method completed with a projective technique. This career-socialization program focuses on the physician’s personality, capability-expansion in relationship managemen

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Mcclain, Margy. "Parental Agency in Educational Decision Making: A Mexican American Example." Teachers College Record: The Voice of Scholarship in Education 112, no. 12 (2010): 3074–101. http://dx.doi.org/10.1177/016146811011201203.

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Background/Context This article explores the experiences of one Mexican American family as they make a key curriculum choice for their 9-year-old son. Relatively little attention has been paid to parents’ beliefs, attitudes, and, in particular, experiences as they actively engage in—and sometimes affect—their children's schooling. Parents’ agency in utilizing various kinds of educational strategizing, especially immigrant and urban working-class parents, has been overlooked. Deficit theories of low-income families have a long history in educational thought. Although more recent scholarship has

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Mrs, .Sinu Pappachan. "Skills and Role of Teacher According to NEP 2020." Educational Resurgence Journal 8, no. 1 (2025): 83–86. https://doi.org/10.5281/zenodo.14723440.

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<strong>Abstract:</strong> The National Education Policy (NEP) 2020, released by the Government of India, lays down a comprehensive framework for reforming the education system. One of the core aspects of the NEP 2020 is its emphasis on teachers, recognizing their pivotal role in the delivery of quality education. This paper aims to explore the skills and role of teachers as outlined by the NEP 2020, examining the policy's objectives and recommendations for teacher development, pedagogy, and professional growth. <strong>Introduction:</strong> The National Education Policy (NEP) 2020 has been a

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Soodan, Vishal, Avinash Rana, Anurag Jain, and Deeksha Sharma. "AI Chatbot Adoption in Academia: Task Fit, Usefulness and Collegial Ties." Journal of Information Technology Education: Innovations in Practice 23 (2024): 001. http://dx.doi.org/10.28945/5260.

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Aim/Purpose: This mixed-methods study aims to examine factors influencing academicians’ intentions to continue using AI-based chatbots by integrating the Task-Technology Fit (TTF) model and social network characteristics. Background: AI-powered chatbots are gaining popularity across industries, including academia. However, empirical research on academicians’ adoption behavior is limited. This study proposes an integrated model incorporating TTF factors and social network characteristics like density, homophily, and connectedness to understand academics’ continuance intentions. Methodology: A q

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Preddie, Martha Ingrid. "Canadian Public Library Users are Unaware of Their Information Literacy Deficiencies as Related to Internet Use and Public Libraries are Challenged to Address These Needs." Evidence Based Library and Information Practice 4, no. 4 (2009): 58. http://dx.doi.org/10.18438/b8sp7f.

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A Review of:  Julien, Heidi and Cameron Hoffman. “Information Literacy Training in Canada’s Public Libraries.” Library Quarterly 78.1 (2008): 19-41.  Objective – To examine the role of Canada’s public libraries in information literacy skills training, and to ascertain the perspectives of public library Internet users with regard to their experiences of information literacy.   Design – Qualitative research using semi-structured interviews and observations.   Setting – Five public libraries in Canada.   Subjects – Twenty-eight public library

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