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Artykuły w czasopismach na temat „Disciplinary discursive community of teachers”

Autor: Grafiati

Data publikacji: 25 stycznia 2025

Data aktualizacji: 31 lipca 2025

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Amarante, Maria de Fátima Silva, Eliane Righi de Andrade, and Eliane Fernandes Azzari. "EFL BRAZILIAN TEACHERS IN THE HYPERMODERN WORLD: PRÊT-À-PORTER SUBJECTS, SOCIAL MEDIA AND DISCOURSE." Trabalhos em Linguística Aplicada 55, no. 2 (2016): 457–81. http://dx.doi.org/10.1590/010318134999177131.

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ABSTRACT As researchers, we have been increasingly drawn to focus our investigation on both teachers' and students' posts on social media online networks, especially those held in community pages. Our aim is to reflect upon the representations and identity processes which have emerged from objectifying and/or subjectifying processes which are constituted by / constituting of power/knowledge relationships, established by the means of digital-mediatic discourse. We believe that the study of the interconnectivity between identity and technology in the identity constituting process of educational

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Pauletti, Jéssica, and Sandra Maria Wirzbicki. "Da concepção à concretização: o caso da contextualização no ensino de Biologia entre os professores de Biologia na Educação no Campo." Cadernos CIMEAC 5, no. 2 (2015): 21. http://dx.doi.org/10.18554/cimeac.v5i2.1505.

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As discussões em torno da Educação no Campo (EC) são recentes e revelam diversos olhares a esse espaço. Este artigo trata de recorte de pesquisa desenvolvida durante o trabalho de conclusão de curso (TCC) de Ciências Biológicas da Universidade Federal da Fronteira Sul (UFFS-Campus Realeza/PR). O estudo voltou-se às compreensões sobre a concepção de contextualização no ensino entre quatro professores de Biologia na microregião de Francisco Beltrão/PR, contemplando três escolas do Ensino Médio da EC. A metodologia baseou-se em pesquisa bibliográfica e entrevista semi-estruturada aberta, sendo qu

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Alkoby, Asher. "Three Images of “Global Community”: Theorizing Law and Community in a Multicultural World." International Community Law Review 12, no. 1 (2010): 35–79. http://dx.doi.org/10.1163/187197410x12631788215837.

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AbstractThis article uncovers the normative commitments underlying discussions on compliance and institutional design in international law and international relations (IR) theory through an examination of the concept of “global community” in different disciplinary discourses. Three images of global community are conjured in these theoretical discussions: the pluralist, the solidarist, and the discursive. After outlining the first two and discussing the critiques waged against them, the article seeks to defend the third image, which offers an approach to global social integration that is both c

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Kuklick, Clayton R., and Brian T. Gearity. "New Movement Practices: A Foucauldian Learning Community to Disrupt Technologies of Discipline." Sociology of Sport Journal 36, no. 4 (2019): 289–99. http://dx.doi.org/10.1123/ssj.2018-0158.

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Sociologists of sport and coaching have repeatedly drawn upon the theoretical tools of Michel Foucault to map and critique the negative effects of coaches’ use of disciplinary practices. Three SCCs and two coach developers participated in multiple learning community meetings interrogating Foucault’s concepts to understand how power moves, create new, less disciplinary practices, and address the problems produced by too much discipline. The findings present new conceptual tools to train and move differently by disrupting disciplinary practices:spasmodic tempo training,atemporal training,variabl

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Simeoni, Irene Amelia, Carlos Oscar Lepez, Noelia Noemí Palacios, et al. "Review of the VIII institutional conference of the Bachelor of Nursing degree at the University of Buenos Aires: History and innovation." Salud, Ciencia y Tecnología - Serie de Conferencias 3 (May 7, 2024): 755. http://dx.doi.org/10.56294/sctconf2024755.

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Introduction: Nursing is the pillar of the health system that is oriented in a scientific and humanistic way to the care of the person, family, groups, and communities. Qualitative historical-documentary research was carried out whose objective of this article is to describe the historical evolution and innovation in the Bachelor's Degree in Nursing at the University of Buenos Aires (UBA). Nursing acquired its character as a university degree in 1960 and is structured in two cycles. The teaching scenarios of the career are organized in the central academic unit and in a decentralized manner in

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Xu, Mingxue, Zhao Zuo, and Ling Chen. "Power Relations And Authority in Teachers' Online Communities of Practice: Formation, Impact, And Implications." International Journal of Education and Humanities 11, no. 1 (2023): 228–39. http://dx.doi.org/10.54097/ijeh.v11i1.13160.

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Teachers' online communities of practice have become ideal environments for teachers' professional learning, however the catalysts and derivatives of interpersonal interactions, such as power relations and authority in teachers’ online practice communities have not received enough attention -- these factors affect the inquiry and learning in teachers’ online practice communities to some extent. This study selected a case study of an online community of practice composed of four teachers. Based on the relevant concepts of Goffman's micro-sociolinguistics, we explored how teachers construct powe

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Drew, Christopher. "To follow a rule: The construction of student subjectivities on classroom rules charts." Contemporary Issues in Early Childhood 21, no. 1 (2018): 46–57. http://dx.doi.org/10.1177/1463949118798207.

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Rules charts are commonplace on classroom walls throughout the world. This article examines how such charts work to sustain discursive power relationships among teachers and students by mobilising idealised notions of the student within the classroom. The article reports on a discourse analysis of 50 rules charts and identifies three disciplinary and subjectivising discourses mobilised by charts: the Apollonian ‘good’, Dionysian ‘bad’ and Athenian ‘choice-making’ student. The article argues that awareness of the constitutive effects of discourse can enable practitioners to reflect on how their

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Mwale, Mafunase, and Overson Shumba. "A Bernsteinian Analysis of the Recontextualisation of Knowledge in the 5090 Biology Syllabus in Zambia." International Journal of Research and Innovation in Social Science VII, no. VI (2023): 1592–607. http://dx.doi.org/10.47772/ijriss.2023.7735.

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This study was focused on exploring the recontextualisation of knowledge in the 5090 Biology Syllabus in Zambia. Learners have not performed well in the 5090 Biology Syllabus. The performance poor performance in the 5090 Biology Syllabus has been attributed to a number of reasons. One of the many reasons is that teachers do not know what they are to teach and how they are to teach. The study will help to understanding the instructional and the regulative discourse in the syllabus. This will enable the Biology teachers to effectively teach biology in secondary schools. An analysis of the syllab

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Pillai, Shanthini. "Unequal discursivities and the symbolic capital of Malaysian Indian scholarship." International Journal of the Sociology of Language 2021, no. 267-268 (2021): 241–51. http://dx.doi.org/10.1515/ijsl-2020-0072.

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Abstract This paper engages with the aspects of discursive hegemony in terms of both Metropolitan and disciplinary position and privilege, using the sociology of the language that has been produced on Malaysian Indian identity as my point of reference. It contends that these observations and articulations are able to rise to the surface more easily when they are securely located within disciplinary domains often related to determinacy. I argue that viewed as a whole, it becomes apparent that these discourses are coloured by the subjective desire of the accumulation of knowledge on the subject

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Tan, Mei Ying. "Discourses and Discursive Identities of Teachers Working as University-Based Teacher Educators in Singapore." Journal of Teacher Education 72, no. 1 (2020): 100–112. http://dx.doi.org/10.1177/0022487119896777.

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This study made explicit the discourses of 10 teachers working as university-based teacher educators in Singapore to understand their enacted identities. It framed identity as discursive, constructed through language and talk. Interview data were analyzed using descriptive discourse analysis tools, with critical discourse analysis influencing the process. The discourses are as follows: (a) The value of seconded teachers is located firmly within schools, with practice and practitioner elevated above theory and academics; (b) teaching is the core role of seconded teachers, and discourses about l

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Ungureanu, Elena. "A DISCOURSE ANALYSIS OF CLASS INTERACTIONS." Journal of Pedagogy - Revista de Pedagogie LXVIII, no. 2 (2020): 49–69. http://dx.doi.org/10.26755/revped/2020.2/49.

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In this article I analyse the discursive context of two classes of students bringing into discussion the concepts of educational knowledge and the organization of teaching-learning activities. Although there is much research that provides nuanced insights into how teachers and students are involved in the social construction of classroom discourses about knowledge, in Romanian literature the issue of classroom interactions has been approached from the perspective of teachers ‘ and students’ perceptions, while school knowledge has been studied only incidentally Therefore, I present a qualitativ

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Lowe, Kevin, Helen Bub-Connor, and Rick Ball. "Teacher Professional Change at the Cultural Interface." Australian and International Journal of Rural Education 29, no. 1 (2019): 17–29. http://dx.doi.org/10.47381/aijre.v29i1.189.

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This is a co-constructed narrative between both Marie, an early career teacher, Stephen an artist and colleague in the school's creative arts faculty and Colin, an Aboriginal teacher and researcher. They met throughout 2012 and discussed issues that related to their discursive interactions that occurred in this small rural school between its teachers and the town's largely Aboriginal community. These discussions were conducted within the context, of Marie's experiences as a new scheme teacher, Stephen's reflexive observations as a teacher of many years' experience and Colin, who had worked wit

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Hinchman, Kathleen A., and David G. O’Brien. "Disciplinary Literacy: From Infusion to Hybridity." Journal of Literacy Research 51, no. 4 (2019): 525–36. http://dx.doi.org/10.1177/1086296x19876986.

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This article argues that for disciplinary literacy to be addressed successfully by subject-area teachers and students, it needs to choose a different path than the one it has been on. It explains how the road disciplinary literacy has traveled to date has been marked by justifiable subject-area teacher resistance to requirements to infuse literacy teaching and learning strategies into their teaching without regard for disciplinary epistemologies or local perspectives. It argues for an alternative approach that immerses literacy experts in the hybridity of classroom disciplinary learning spaces

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Safatian, Fakhereh. "The Complex Construction of Female English Teachers’ Identity in Iran." Journal for the Study of English Linguistics 8, no. 1 (2020): 137. http://dx.doi.org/10.5296/jsel.v8i1.17312.

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There has been a growing interest regarding the identity formation in the broader TESOL research field; however there is scares number of studies which examined the formation of the female teacher’s identity using a feminist poststructuralist framework. This study also attempts to help to grow the existing literature regarding the female teacher’s identity formation by seeking to explore the construction of an Iranian female English teacher identity and the related discourses that shape and reshape her identity through delving into the narratives, using data collected from interviews. To inves

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Pacheco, Mark B., Shannon M. Daniel, and Lisa C. Pray. "Scaffolding Practice: Supporting Emerging Bilinguals’ Academic Language Use in Two Classroom Communities." Language Arts 95, no. 2 (2017): 63–76. http://dx.doi.org/10.58680/la201729332.

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For teachers learning to support emerging bilingual students in literacy classrooms, attending to academic language can encourage students’ disciplinary meaning-making as they learn this new language. Taking a community-focused, language-as-practice perspective, this study examines how two teachers scaffold first-grade emerging bilingual students’ academic language use as they explore cause and effect relationships in Ezra Jack Keats’ text, The Snowy Day. Findings show that scaffolds included modeling, recasting, and highlighting academic language use during disciplinary meaning-making, as wel

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Noguera, Pedro. "Preventing and Producing Violence: A Critical Analysis of Responses to School Violence." Harvard Educational Review 65, no. 2 (1995): 189–213. http://dx.doi.org/10.17763/haer.65.2.e4615g5374044q28.

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Do the strategies that schools adopt in response to "disciplinary problems," including violence, actually perpetuate violence? In this thoughtful article, Pedro Noguera traces the history of institutional disciplinary measures, showing that the underlying philosophical orientation toward social control exacts a heavy toll on students, teachers, and the entire school community by producing prison-like schools that remain unsafe. Noguera maintains that a "get-tough" approach fails to create a safe environment because the use of coercive strategies interrupts learning and ultimately produces an e

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Ritella, Giuseppe, and Fedela Feldia Loperfido. "Harnessing digital community mapping for the development of primary and secondary students’ civic competences: a case study." Interaction Design and Architecture(s), no. 57 (June 20, 2023): 82–96. http://dx.doi.org/10.55612/s-5002-057-005.

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In this study, we examine a pedagogical activity centered around the collaborative construction of a digital community map, involving students from 4th to 7th grade. Our primary focus is to explore how engaging students in meaningful activities related to their local environment can facilitate the development of civic and social competences. Furthermore, we propose a methodology for analyzing the digital artifacts created by students, with the goal of examining the connection between the discursive actions carried out through the artifacts and different types of social and civic competences. T

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Castelló, Montserrat, Anna Iñesta, and Mariona Corcelles. "Learning to Write a Research Article: Ph.D. Students’ Transitions toward Disciplinary Writing Regulation." Research in the Teaching of English 47, no. 4 (2013): 442–77. http://dx.doi.org/10.58680/rte201323634.

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This paper presents a study designed from a socially situated and activity theory perspective aimed at gaining a deeper understanding of how Ph.D. students regulate their academic writing activity. Writing regulation is a complex activity of a highly situated and social nature, involving cyclical thought-action-emotion dynamics and the individual’s capacity to monitor his/her activity. The central purpose was to analyze how writing regulation takes place within the framework of an educational intervention, a seminar designed to help Ph.D. students write their first research articles. The semin

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Lesus, Melina, and Andrea Vaughan. "“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team." English Teaching: Practice & Critique 21, no. 1 (2022): 57–70. http://dx.doi.org/10.1108/etpc-06-2021-0069.

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Purpose This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy. Design/methodology/approach In this qualitative case study, the authors studied youth’s writing by drafting narrative field notes, collecting student writing and process drawings and interviewing participants. Findings The authors found that the poets in this study maintained ownership of their writing and engaged in writing processes in ways that reflected Behizadeh’s (2019) conception of authenticity as writing tha

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Trevisan, Ottavia, and Marta Carli. "Virtual School: Learning to Teach Physics in a Virtual Community of Practice." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 2 (December 2023): 5–22. http://dx.doi.org/10.3280/exioa2-2023oa16807.

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This research explores the impact a Virtual Community of Practice (VCoP) within the international Virtual School pilot project aimed at providing future secondary-school physics teachers with authentic teaching experiences. The Virtual School serves as a platform to connect future teachers with real schools and pupils, creating a unique educational environment to develop professional identity and competencies. This paper reports on part of the project engaging eight preservice or early-career teachers, two mentors, three researchers, and forty-eight secondary school pupils. Pre and post semi-s

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Gülhan, Filiz. "Professional Learning Community (PLC) in STEAM Education: A Hands-On Workshops Sample." Science Insights Education Frontiers 20, no. 1 (2024): 3149–72. http://dx.doi.org/10.15354/sief.24.or496.

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STEAM education puts professional learning communities on the agenda by requiring teacher collaboration along with disciplinary integrity. In this study, a professional learning community in STEAM education was investigated by observing 49 teachers from different disciplines working in different districts during 16 weeks of interdisciplinary training and their practice with students. Teachers’ perceptions of skills teaching self-efficacy, design self-efficacy and perceptions of interdisciplinary teaching were assessed using pre-post tests. The research concluded that the STEAM professional lea

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Alwafi, Enas Mohammad, Chris Downey, and Gary Kinchin. "Promoting pre-service teachers' engagement in an online professional learning community." Journal of Professional Capital and Community 5, no. 2 (2020): 129–46. http://dx.doi.org/10.1108/jpcc-10-2019-0027.

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PurposeThis study investigated the role of experienced practitioners in promoting pre-service teachers' knowledge construction and social interaction in an online professional learning community.Design/methodology/approachA repeated measures design with control and experimental groups was adopted. Two practitioners supported pre-service teachers in the experimental group to discuss issues around teaching practice. Social network analysis (SNA) and content analysis (CA) were used in the analytical approach.FindingsCA revealed that the practitioners increased pre-service teachers' levels of know

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Maulida, Maulida, Yayan Ridwan, and Saripah Saripah. "TEACHER STRATEGIES IN SHAPING THE DISCIPLINARY CHARACTER OF GRADE V STUDENTS AT MIS BINA DHARMA PARIT WEDNESDAY, TELUK KERAMAT DISTRICT." Archipelago Journal of Southeast Asia Islamic Studies 1, no. 2 (2023): 123–30. http://dx.doi.org/10.37567/archipelago.v1i2.2461.

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This thesis discusses Teacher Strategies in Shaping the Disciplinary Character of Class V Students at MIS Bina Dharma Parit Rabu. This research has three research objectives including the following: First, to find out how the teacher's strategy in shaping the disciplinary character of grade V students at MIS Bina Dharma Parit Rabu Teluk Keramat District. Second, to find out how the disciplinary character of grade V students at MIS Bina Dharma Parit Rabu Teluk Keramat District. Third, to find out what are the supporting and inhibiting factors in shaping the disciplinary character of grade V stu

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Jones, Simon. "Doing social network ethics: a critical, interdisciplinary approach." Information Technology & People 30, no. 4 (2017): 910–26. http://dx.doi.org/10.1108/itp-04-2016-0093.

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Purpose The purpose of this paper is to propose an inter-disciplinary approach to the ethics of social networking services (SNS) that connects critical analysis with the doing of ethics in terms of both pedagogic and technological practice. Design/methodology/approach Primarily conceptual and discursive, drawing on theoretical concepts from a broad, inter-disciplinary field. These concepts are integrated into a multi-dimensional framework that proceeds through four sequential stages: socio-economic, ethical, legal and practical/professional. Particular instances of SNS are used as illustrative

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Salam, Safrin, Edy Nurcahyo, Kaswandi Kaswandi, Ahmad Fauzi, Rauf Akbar Salnaf Ituga, and Samsir Andi. "Penyuluhan Hukum Peningkatan Kesadaran Hukum Pemenuhan dan Perlindungan Hak-Hak anak." ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat 4, no. 2 (2024): 405–14. http://dx.doi.org/10.30812/adma.v4i2.3496.

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Child protection aims to maintain and protect the dignity and rights of children so that they do not experience violence or discrimination. The method used in implementing this community service activity is focus group discussion (FGD). The results of community service show that children who are not yet 18 years old receive legal protection according to Law No. 35 of 2014. Then there also needs to be legal protection for teachers when teachers implement disciplinary sanctions against students who violate school rules. This legal education can be a guide for the government, schools, and parents

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He, Fangzhi. "Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language: A Literature Review1." Chinese Journal of Applied Linguistics 43, no. 4 (2020): 506–24. http://dx.doi.org/10.1515/cjal-2020-0033.

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Abstract Academic writing is social interaction between writer and reader, during which writers can employ discursive and non-discursive features to construct their identities. However, many student writers who are users of English as an additional language (EAL) may find it challenging to construct their identities in academic writing. Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self, exercise their agency, and negotiate the academic discourse. Therefore, this paper reviews empirical studies on EAL student writers’ identity constr

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Harianto, Harianto, and Iin Kandedes. "The Role of Islamic Religious Education Teachers in Forming the Disciplinary Character of Junior High School Students." Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai 3, no. 01 (2023): 18–26. http://dx.doi.org/10.24967/esp.v3i01.2089.

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This study aims to 1) determine the role of Islamic Religious Education teachers in forming the disciplinary character of Ruhama Islamic Middle School students; and 2) knowing the supporting factors and inhibiting factors in the formation of the disciplinary character of Ruhama Islamic Middle School students. The research method used is descriptive qualitative method and direct observation. The data collection techniques used by interviews, observation and documentation. Checking the validity of the data using source triangulation, technical triangulation and time. Data analysis was carried ou

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Harreveld, Bobby. "Adult Literacy in Central Queensland." Australian and International Journal of Rural Education 14, no. 2 (2004): 39–53. http://dx.doi.org/10.47381/aijre.v14i2.504.

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The sociocultural markers of adult literacy teachers'. identities are significant for understanding the nature of teaching which is constructed through, and contingent upon, diverse geographical and systemic spaces - at once a dilemma and a strategy inpromoting education in regional areas. This article reports on one aspect of the work of a cohort of 23 adult literacy teachers living in regional, rural and remote areas of Central Queensland. Discourse theory is used to frame the conceptualisation of one particular teacher's discursive positioning of her work. The article concludes that the rel

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Weinberg, Paul Jason. "Classroom Discussions as an Artifact towards Teachers' Professional Community." International Journal for Mathematics Teaching and Learning 20, no. 2 (2019): 237–56. http://dx.doi.org/10.4256/ijmtl.v20i2.122.

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This study examines in-service teacher development around a pedagogical practice central to teaching and learning in mathematics education, leading a classroom discussion. This practice is used as an artifact to support the development of a teacher's professional community. This work views making teaching practices public as central to teacher's professional community in that it can develop collegial trust. Accordingly, this study supports a teacher's professional community through peer observation. The model of peer observation put forth in this study positions a middle school mathematics tea

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Safonova, Tatyana V., Alexandra S. Suntsova, and Rakhima G. Aslaeva. "Exploring the Personal Model of Interaction with Special Needs Children as Structural Component of Teachers’ Readiness for Inclusive Education." Integration of Education, no. 1 (March 29, 2019): 50–65. http://dx.doi.org/10.15507/1991-9468.094.023.201901.050-065.

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Introduction. The paper is devoted to a problem of staffing in the inclusive education. Relevance of the study is determined by many difficulties experienced by educators when teaching children with special educational needs in a high school. The authors consider a personality-oriented model of interaction with children as a structural component of professional readiness for inclusive education. The objective of the study is to identify and analyze specifics of the model of teacher-student interaction at different types of high schools. Materials and Methods. The Maralova-Sitarov’s questionnai

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Truba, Hanna. "TEACHERS’ DISCOURSE: NEUROETHICAL PRINCIPLES." Scientific Journal of Polonia University 49, no. 6 (2022): 85–91. http://dx.doi.org/10.23856/4911.

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The aim of this paper is to describe two different categories: the teacher discourse and neuroethical principles. New reality of life and general digitalization brings new opportunity not only to students to study any course but also it brings ability to the teachers to worldwide their lessons. Therefore, it faces new challenges and imposes great responsibility for teachers. We all should to find out the new ethical principles. The teachers’ discourse refers to a type of communication that presupposes professional communication between persons belonging to the same group in a professional inst

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Wang, Jie. "The Ecological Challenges of Academic Development for Young Teachers in Minzu Colleges and Universities." Higher Education and Practice 1, no. 1 (2024): 27–32. http://dx.doi.org/10.62381/h241105.

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Under the background of the "Double First-Class" initiative, local minzu colleges and universities, as an integral part of Chinese education, play a crucial role in talent cultivation, scientific research, community service, and cultural heritage and innovation in the new era. Young teachers have become a key factor constraining the development of these institutions. Based on the theory of human ecological development, this article comprehensively considers aspects such as organizational culture, academic culture, and disciplinary ecological environment that young teachers in local minzu colle

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Mbongo, Dieketseng. "Relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools." International Journal of Studies in Inclusive Education 1, no. 1 (2024): 93–98. http://dx.doi.org/10.38140/ijsie.v1i1.1288.

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This study determines the relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools in the free state. To measure the effect of demographic variables in efficacy Influence, decision making, efficacy to influence school resources instructional self-efficacy, disciplinary self-efficacy, efficacy to enlist parental Involvement, and efficacy to enlist Community Involvement. This study used the quantitative method and the Bandura Teacher Self-efficacy questionnaire to establish the correlation between variables. Participants were randomly

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Alarcon Fioratti, Netulio, Lourdes Aparecida Della Justina, and Dulce Maria Strieder. "O DISCURSO ACADÊMICO SOBRE O PROFESSOR BACHAREL QUE ENSINA CIÊNCIA E TECNOLOGIA NOS CURSOS DE EDUCAÇÃO PROFISSIONAL INTEGRADA AO ENSINO MÉDIO." Investigações em Ensino de Ciências 29, no. 3 (2024): 367–88. https://doi.org/10.22600/1518-8795.ienci2024v29n3p367.

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The subjective constitution of the bachelor as a science and technology teacher in Professional Education courses Integrated into High School is a question of evident complexity, often introduced by the lack of initial training in specific teacher training courses. In this post-critical research, we present a Foucauldian discursive study that used articles published from 2016 onwards to deal with the aforementioned professor. We developed the analysis based on concepts present in The Order of Discourse and identified, in the aforementioned enunciative materiality, elements that outline the sub

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Coffey, Simon, and Constant Leung. "Understanding agency and constraints in the conception of creativity in the language classroom." Applied Linguistics Review 11, no. 4 (2020): 607–23. http://dx.doi.org/10.1515/applirev-2018-0115.

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AbstractIn this paper we investigate the ways in which creativity is understood and enacted by language teachers. Although the term ‘creativity’ has gained enormous traction in language pedagogy, and in education more generally, we suggest that the concept remains a floating signifier carrying different personal connotations that are shaped by wider institutional and professional constraints. We report on interview data with practising language teachers who discuss their interpretation of creativity and how it manifests in their classrooms. Our analysis considered how teachers positioned thems

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Urizar Ocampo, Carolina, and Eva Patricia Velásquez Upegui. "Rhetorical Moves, Intensification, and Mitigation in Motivation Letters for Acceptance into Graduate Schools in México." Íkala, Revista de Lenguaje y Cultura 28, no. 3 (2023): 1–20. http://dx.doi.org/10.17533/udea.ikala.351206.

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The motivation letter is a promotional genre often requested for acceptance into post-graduate programs in Mexico. Even though universities and research centers provide some guidelines for its preparation, there is not a clear description of this genre's textual structure or of its pragmatic features. Given this situation, we developed a qualitative research study which aimed to describe the rhetorical movements and the use of intensification and attenuation mechanisms deployed by applicants to two post-graduate programs of two universities in Mexico in 30 motivation letters written in Spanish

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MARSH, CHARITY. "‘Understand us before you end us’: regulation, governmentality, and the confessional practices of raving bodies." Popular Music 25, no. 3 (2006): 415–30. http://dx.doi.org/10.1017/s0261143006001000.

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In this article I investigate how power is (re)produced on and through the body, specifically on Toronto's raving bodies during the summer of 2000. Toward the end of 1999 and throughout 2000, Toronto's rave culture came under intense surveillance by institutional and discursive authorities such as city councillors, police, parents, community health organisations, public intellectuals, and the mass media. What ensued was a temporary ban of raves in Toronto on city-owned property. In response to this ban, Toronto ravers relied on liberal approaches such as educational programmes and state lobbyi

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Lustick, Hilary, Christine Norton, Sonia Rey Lopez, and Jennifer H. Greene-Rooks. "Restorative Practices for Empowerment: A Social Work Lens." Children & Schools 42, no. 2 (2020): 89–97. http://dx.doi.org/10.1093/cs/cdaa006.

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Abstract Studies demonstrate that preventive practices, including restorative practices and social and emotional learning, reduce the need for suspension. However, emerging findings suggest that preventive practices perpetuate the same rates of racial disproportionality in suspension as traditional disciplinary codes; evidence of persistent racial disproportionality appears in research on restorative practices. The purpose of this study was to examine, through interviews with teachers and students, the successes and challenges of implementing community-building circles with attention to equity

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Merzel, Avraham, Stephanie Bismuth, and Zvi Arica. "The Parts and Parcel: A Collegiality Model for Teacher Disciplinary Professional Learning Communities." Education Sciences 15, no. 4 (2025): 397. https://doi.org/10.3390/educsci15040397.

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While teachers’ professional learning communities (PLCs) have been extensively studied, discipline-specific PLCs (DPLCs) have received less attention, particularly regarding the subject matter’s role and its connection to other community dimensions. To explore this, we conducted two independent studies on DPLCs. Study 1 examined physics teacher DPLCs, using participant observations and literature-based analysis. Study 2 investigated science and technology teacher DPLCs through interviews and passive observation, which was analyzed through content analysis. Both studies yielded remarkably simil

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Rosidi, Ahmad, and Firda Juan. "MANAGEMENT STRATEGY FOR ISLAMIC EDUCATION INSTITUTIONS IN IMPROVING DISCIPLINE CHARACTER." At-tahsin : Jurnal Manajemen Pendidikan 3, no. 1 (2023): 35–43. http://dx.doi.org/10.59106/attahsin.v3i1.114.

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Discipline is obedience to respect and implement a system that requires people to comply with decisions, orders, and regulations that apply. Islam teaches us to pay attention to and use disciplinary values in everyday life to build better community life. This study aims to determine the discipline techniques and strategies of SD Al-Furqon Jember students. The high level of student discipline is due to the high motivation of teachers towards students about the importance of discipline. In addition, sanctions against students who do not comply with the rules are also a motivating factor for stud

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Rosenbaum, Leah F., Paulo Blikstein, and Engin Bumbacher. "Making to Empower Teacher Problem Posing and Design." Constructionism Conference Proceedings 8 (June 24, 2025): 397–404. https://doi.org/10.21240/constr/2025/96.x.

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Research on educational making and makerspaces, especially in school contexts, concerns students’ experiences and learning in makerspaces. We position disciplinary classroom teachers as learners and focus on their experiences of maker skills and technologies, specifically how they identify and design solutions to problems of their own classroom practice. Across a semester-long, 60-hour course, 16 pre- and in-service teachers from 10 different disciplines identified problems of practice and iteratively designed technologies to address them. We characterize the problems they identified as well a

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Kaselionyte, Justina, and Andrew Gumley. "Psychosis or spiritual emergency? A Foucauldian discourse analysis of case reports of extreme mental states in the context of meditation." Transcultural Psychiatry 56, no. 5 (2019): 1094–115. http://dx.doi.org/10.1177/1363461519861842.

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Meditation is becoming increasingly popular in the West and research on its effects is growing. While studies point to various benefits of meditation on mental and physical health, reports of extreme mental states in the context of meditation have also been published. This study employed Foucauldian discourse analysis to examine how the experience of extreme mental states has been constructed in case reports and what kind of practices were employed to address them. The study analyses how extreme mental states associated with meditation are framed within the scientific literature and how such d

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Maricel, A. Pizarra, and Cecilia P. Velasco Dr. "Teachers' Perceived English Proficiency and Self-Efficacy of English Teachers in the Academic World." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 07 (2023): 527–35. https://doi.org/10.5281/zenodo.8118819.

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This research used descriptive correlational design to find the significant relationship between perceived English proficiency and self-efficacy of English teachers. The respondents of the study were 142 elementary teachers teaching English in Candelaria West District. It was conducted during the third quarter of SY 2022-2023. Majority of the respondents are within 26-30 and 41-45 years of age, mostly are female, majority of them are in the service for less than five years, with Bachelor Degree, graduate of Education but non-English major, and majority of them use English every day outside the

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Nichols, T. Philip, Rhiannon Maton, and Elaine Simon. "Opposing Innovations: Race and Reform in the West Philadelphia Community Free School, 1969–1978." History of Education Quarterly 63, no. 2 (2023): 221–42. http://dx.doi.org/10.1017/heq.2023.11.

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AbstractThis article uses oral history, archival material, and published primary sources to examine the competing conceptions of “innovation” at work in the creation and operation of the West Philadelphia Community Free School (WPCFS) from 1969 to 1978. One of the longest-running initiatives in the School District of Philadelphia's experimental Office of Innovative Programs, the WPCFS stood at the crossroads of conflicting imperatives for “innovation.” These included: (1) institutional interests in advancing “humanizing” pedagogy; (2) Black activists’ interests in operating a community-control

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Granados-Beltrán, Carlo. "Disrupting Colonial Tensions in Initial Language Teacher Education: Criteria Based on Critical Interculturality." Íkala, Revista de Lenguaje y Cultura 27, no. 3 (2022): 627–45. http://dx.doi.org/10.17533/udea.ikala.v27n3a03.

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Colombian English Language Teaching (ELT) is experiencing a paradigmatic change guided by the decolonial turn. This turn has enriched the debate about the implementation of a bilingual policy in Colombia, its impact on languages otherthan English, the purposes of learning English in the country, and English teacher practices and identities. This article shares the results of a critical ethnography that collected data from students and teacher educators from elt preparation programs and institutional and legal documents. Results indicate that, in Colombian elt, there are six discursive tensions

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Aguilar Riveroll, Ángel Martín. "Convivencia escolar y violencia en escuelas de nivel básico en Yucatán." Educación y ciencia 13, no. 62 (2024): 45–60. https://doi.org/10.32776/eyc.v13i62.786.

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The aim of this study was to know the different perceptions and conceptions that students and teachers have regarding school coexistence within their educational centers. To this effect, it was necessary to conduct a descriptive study using a qualitative approach in six pedagogical centers, focusing on the fifth and sixth grade of primary education in Merida, Yucatan. The participants were 126 students and 16 teachers found in the analyzed grades. By using a descriptive design with a qualitative approach, the required data was collected by means of in-depth interviews and the implementation of

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Wasehudin, Wasehudin, Muh Barid Nizarudin Wajdi, Silahuddin Silahuddin, et al. "THE PARADIGM OF CHARACTER EDUCATION IN ISLAMIC ELEMENTARY SCHOOL." Jurnal Ilmiah Islam Futura 24, no. 2 (2024): 368. http://dx.doi.org/10.22373/jiif.v24i2.22546.

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This research aims to discuss the important role of teachers as educators and role models in educational institutions, especially in character education at SDIT Al-Izzah Banten. Based on the theoretical framework proposed by Moeslim Abdurrahman, this study emphasizes the importance of role models in character education by underlining the essence of religious teachings that must be applied in everyday life. This study uses a qualitative method with a triangulation technique that combines data from field observations, interviews with teachers and principals, and related literature. This research

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Juri, Juri, Sapto Purnomo, and Franciska Regina Beeta. "PERAN GURU PPKN DALAM MEMBENTUK KARAKTER DISIPLIN SISWA DI SMA NEGERI 2 BELIMBING." JURNAL PEKAN : Jurnal Pendidikan Kewarganegaraan 8, no. 2 (2023): 134–43. http://dx.doi.org/10.31932/jpk.v8i2.2999.

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This research aims to analyze the rore of Pancasila and Citizenship Education teachers in forming disciplinary characters, especialy in the SMA Negeri 2 Belimbing. This is because discipline is an important factor that supports students success during their education in everyday life in society. Without good discipline, it is certain that students will experience various obstacles, where this obstacles are, most likely not be able to be overcome. If so, the person concerned will surrender to the situation. However, to form a disciplined character is certainly not an easy matter, because it is

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Agustin, Ayu, and Muhammad Hasyim Ashari. "UPAYA PENINGKATAN KUALITAS PENDIDIKAN DENGAN PENERAPAN KEDISIPLINAN GURU DI SD MUHAMMADIYAH 9 “PANGLIMA SUDIRMAN” MALANG." ABDI MAKARTI 2, no. 2 (2023): 98. http://dx.doi.org/10.52353/abdimakarti.v2i2.462.

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As an effort to improve the quality of education is the discipline of teachers. Increasing teacher discipline in the teaching and learning process is expected to improve the quality and quality of education in order to give birth to the next generation who are superior and have good morals. This community service activity was carried out at SD Muhammadiyah 9 "Panglima Sudirman" Malang with the following stages: observing and mapping disciplinary actions, conducting studies on alternative solutions in policy formulation, awareness of the importance of discipline for teachers, and consultation o

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Wetzel, Melissa Mosley, Annie Daly, Kira LeeKeenan, and Natalie Sue Svrcek. "Coaching Using Racial Literacy in Preservice Teacher Education." Journal of Literacy Research 53, no. 4 (2021): 539–62. http://dx.doi.org/10.1177/1086296x211052246.

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Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race disc

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