Готові списки джерел за темами / Enactive pedagogy

Добірка наукової літератури з теми "Enactive pedagogy"

Автор: Grafiati
Опубліковано: 15 травня 2023

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  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій

Статті в журналах з теми "Enactive pedagogy":

1

van der Schyff, Dylan, Andrea Schiavio, and David J. Elliott. "Critical ontology for an enactive music pedagogy." Action, Criticism, and Theory for Music Education 15, no. 5 (October 2016): 81–121. http://dx.doi.org/10.22176/act15.5.81.

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2

Laroche, Julien, and Ilan Kaddouch. "Enacting teaching and learning in the interaction process: “Keys” for developing skills in piano lessons through four-hand improvisations." Journal of Pedagogy 5, no. 1 (June 1, 2014): 24–47. http://dx.doi.org/10.2478/jped-2014-0002.

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Abstract Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Recently, an inter-enactive approach has accordingly been proposed. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007). As learning mainly takes place in intersubjective contexts (e.g. as an effect of teaching), this approach is relevant to the issue of pedagogy. Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. In this paper, the question of the relations between body and education is thus addressed from the point of view of the inter-enactive approach. To this end, we first sketch out the phenomenological and theoretical contours of embodied intersubjectivity and intersubjective embodiment. Then, we present an interactive pedagogical method for musical learning (free spontaneous four-hand improvisations in the context of the Kaddouch pedagogy) and discuss it using illustrative case studies. The teacher’s role appears to operate directly within the dynamics of the interaction process, a source of knowing and skill enaction for the learner
3

Corintha, Isabela, and Giordano Cabral. "Improvisation Pedagogy: An Epistemological Perspective of the 4‘E’ Model within Digital Musical Instruments." Revista Vórtex 10, no. 1 (April 30, 2022): 7. http://dx.doi.org/10.33871/23179937.2022.10.1.7.

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Recent years have witnessed the appearance of many new digital musical instruments (DMIs) and other interfaces for musical expression (NIME). This paper highlights a well-established music educational background theory that we believe may help DMI developers and users better understand DMIs in the context of music cognition and education. From an epistemological perspective, we present the paradigm of enactive music cognition related to improvisation in the context of the skills and needs of 21st century music learners. We hope this can lead to a deeper insertion of DMIs into music education, as well as to new DMIs to be ideated, prototyped and developed within these concepts and theories in mind. We specifically address the theory generally known as the 4E model of cognition (embodied, embedded, extended and enactive) within DMIs. The concept of autopoiesis is also described. Finally, we present some concrete cases of DMIs and NIMEs, and we describe how the experience of musical improvisation with them may be seen through the prism of such theories.
4

Kiraly, Don. "Growing a Project-Based Translation Pedagogy: A Fractal Perspective." La traduction : formation, compétences, recherches 57, no. 1 (October 10, 2012): 82–95. http://dx.doi.org/10.7202/1012742ar.

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This article traces a fractal path through educational psychology and philosophy in an attempt to elucidate an arborescent perspective of complementary inter-disciplinary sources of inspiration for a project-based translation pedagogy. Starting with a social-constructivist, project-based approach proposed at the turn of the millennium, an attempt is made to paint a broader picture of the synergistic influences underlying an emerging “holistic-experiential” approach to translator education. Post modernism, enactive cognitive science, complexity theory, transformational educational theory and social-constructivist epistemology are some of the complementary roots that can be seen as potential sources of inspiration to nourish a learning-centered approach to developing translator expertise in institutional settings.
5

Videla-Reyes, Ronnie, and Claudio Aguayo. "Pedagogy of uncertainty." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 8, 2022): 29–30. http://dx.doi.org/10.24135/pjtel.v4i1.147.

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Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, technology, engineering, art and mathematics (STEAM) offers an approach to educational design based on curricular integration and learning by doing with analog and virtual technologies (Quigley et al., 2020). In turn, STEAM promotes important pedagogical changes that encourage the development of new skills focused on collaborative work, inquiry and creativity in the face of a challenge or problem to be solved, as well as optimal sensorimotor deployment through haptic and visual perception when using emerging digital immersion technologies such as virtual and augmented reality (Videla-Reyes, Aguayo & Veloz, 2021). All these changes lead to a new framework of pedagogical action based on uncertainty, since they are unfamiliar or unknown in the field of traditional education. Based on the above, we propose here the idea of a ​​’pedagogy of uncertainty’, which can be read in light of the latest and unpredictable changes that 21st Century education is experiencing due to the COVID-19 pandemic, the emergence of technological tools and unfamiliar virtual and online platforms that teachers and students had to learn and use during the march of the virus. The approach that we suggest here is based on the potential of STEAM educational environment design that focuses on providing signs or patterns of an emerging world, unlike traditional teaching methods in which the path to which students should arrive is already laid down in advance. From a STEAM educational design approach, the teacher and her/his students lay down a path in walking together, a motto used by the enactive approach to cognition that considers "cognition as embodied action that is always oriented towards something absent: on the one hand, there is always a next step for the system in its perceptually guided action; for the rest, the acts of the system are always directed towards situations that are not yet in act” (Varela, Thompson & Rosch, 1991, p.238). In this presentation, we explore the notion of pedagogy of uncertainty in the light of enactivism, based on theoretical and empirical evidence about how teachers and students deal with an uncertain world by actively participating in integrated educational environments based on learning by doing approaches (Abrahamson, Dutton & Bakker, 2021). In particular, we make special reference to how teachers can make their students learn from clues, impoverished traces, or traces of information available within their learning environments to solve a challenge or problem, to the extent that they investigate, create, manufacture and/or actively participate in technology inside and beyond the classroom.
6

Schiavio, Andrea, and Dylan van der Schyff. "4E Music Pedagogy and the Principles of Self-Organization." Behavioral Sciences 8, no. 8 (August 9, 2018): 72. http://dx.doi.org/10.3390/bs8080072.

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Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education. To begin filling this gap, the present contribution aims to explore central aspects of music pedagogy through the lenses of 4E cognitive science. By discussing cross-disciplinary research in music, pedagogy, psychology, and philosophy of mind, we will provide novel insights that may help inspire a richer understanding of what musical learning entails. In doing so, we will develop conceptual bridges between the notion of ‘autopoiesis’ (the property of continuous self-regeneration that characterizes living systems) and the emergent dynamics contributing to the flourishing of one’s musical life. This will reveal important continuities between a number of new teaching approaches and principles of self-organization. In conclusion, we will briefly consider how these conceptual tools align with recent work in interactive cognition and collective music pedagogy, promoting the close collaboration of musicians, pedagogues, and cognitive scientists.
7

Gedeon, Steven A., and Dave Valliere. "Closing the Loop: Measuring Entrepreneurial Self-Efficacy to Assess Student Learning Outcomes." Entrepreneurship Education and Pedagogy 1, no. 4 (September 11, 2018): 272–303. http://dx.doi.org/10.1177/2515127418795308.

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Accredited degree programs primarily use graded assignments in the embedded-course method to measure individual-level assurances of learning (AoL). This method is expensive, subjective, retrospective, and difficult to implement for continuous program improvement. The purpose of our research is to explore the use of entrepreneurial self-efficacy (ESE) as an individual-level AoL outcome to augment the quality management of accredited entrepreneurship degree programs. Previous research on ESE, arising from intention models and theory of planned behavior, has used the construct primarily for predicting start-up intent or differentiating nonentrepreneurs from entrepreneurs. In contrast, we begin from an educational assessment and social cognitive theory perspective in constructing our ESE scale. The new ESE scale is operationalized by theoretically justifying 8 learning outcomes, testing 70 items based on scales in the extant literature, and extracting 11 factors or subdomains of ESE using principal components analysis to create a parsimonious new 44-item ESE scale. Expanding the ESE construct to 11 subdomains also expands the use of ESE into the fields of educational assessment, AoL, and program accreditation. This enables understanding the links between pedagogy, curriculum, assignments, grades, enactive mastery experiences, and peer feedback to achieve meaningful student transformation through self-efficacy beliefs.
8

Casiro, Oscar, and Glenn Regehr. "Enacting Pedagogy in Curricula." Academic Medicine 93, no. 2 (February 2018): 179–84. http://dx.doi.org/10.1097/acm.0000000000001774.

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9

Shin, Minsun. "Enacting caring pedagogy in the infant classroom." Early Child Development and Care 185, no. 3 (July 22, 2014): 496–508. http://dx.doi.org/10.1080/03004430.2014.940929.

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10

Scheckel, Martha M., and Pamela M. Ironside. "Cultivating interpretive thinking through enacting narrative pedagogy." Nursing Outlook 54, no. 3 (May 2006): 159–65. http://dx.doi.org/10.1016/j.outlook.2006.02.002.

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Статті в журналах Книги

Дисертації з теми "Enactive pedagogy":

1

Semler, Mirko. "Enacting a limit case of autonomous service-learning : insights from an ethnographic inquiry into a contemporary application of the pedagogy." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/12223.

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Service-learning (SL) is a socially embedded and experience-based pedagogy that develops the link between theory and practice through community engagement. It fosters learning outcomes for students and benefits for community members. This thesis builds on recent applications of the pedagogy and advances our understanding of SL by studying a limit case of student autonomy in the absence of faculty intervention. Student-community and peer-to-peer relationships are particularly influential on students' lived experience if their interactions are unmediated by educators. This thesis firstly explores how students enact SL if left to their own devices. Secondly, by adopting a relational embeddedness perspective, it investigates the influence of student-community and peer-to-peer relations on participants' learning experience. An organisational (“at-home”) ethnography in a student-led social enterprise yielded insights into the two streams of research. The findings suggest that students' learning process consisted of a blend of emergent and deliberate micro learning processes that highlight the importance of - among other components of students' learning experience - role enactment, student autonomy, peer engagement, informal learning, and community co-education. With regards to the relationality of this limit case of SL, community and peer relations had an enabling and constraining influence on student learning. The findings further speak to the causality of such impact and suggest that the nature of inter-personal relationships determined the effects they had on students' experiential basis for learning. These findings contribute to the debate about the promise, effectiveness, and principles of SL in business and management education by problematizing student autonomy and faculty intervention. Moreover, this thesis responds to a gap in the literature and sheds light on the relationality of the pedagogy.
2

Wilmot, Kirstin Dianne. "Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20498.

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This thesis addresses the practical problem of developing effective writing pedagogy to support doctoral candidates. It does this by focusing on the ways knowledge is organised in dissertations and the strategies used to enact these practices in writing. In doing so, the thesis offers an alternative perspective on knowledge practices in doctoral dissertations that goes beyond distinguishing between knowledge ‘types’ and simple descriptive categories of disciplines (e.g. ‘hard’ vs. ‘soft’). The study shows how this alternative perspective can see knowledge, analyse knowledge and, importantly, reveal the organising principles of knowledge; and from this it develops tools and descriptions that uncover generalizable strategies for knowledge-building oriented toward doctoral-writing pedagogy. Drawing on Legitimation Code Theory the thesis explores 25 exemplary doctoral dissertations across a range of subject areas in the humanities and social sciences. Through analyses at multiple levels of granularity – from whole dissertations, to individual sections and fine-grained phases of writing – it develops a set of conceptual tools for analysing knowledge in writing and demonstrates how such tools can be used to unpack the knowledge work involved in dissertations. Through the dimension of Specialization, five ‘core components’ of dissertations are distinguished that reveal a set of strategies candidates use to foreground different kinds of knowledge. These strategies point to the bases of the claims being made, revealing one aspect of the ‘rules of the game’ underpinning dissertation writing. These ‘rules’ are not tied to any one discipline; rather, the strategies are organised according to the kind of knowledge-claim enacted. Drawing on the dimension of Semantics, key strategies for shifting the context-dependence and complexity of knowledge are explored that show how students construct findings in exemplary ways. To orient toward pedagogy, the strategies are then turned back onto the dissertations to demonstrate their utility for analysing texts to reveal key pedagogic insights. The framework developed in this thesis provides an entry point for developing theoretically sophisticated but empirically-grounded tools with pedagogic potential for analysing knowledge practices in doctoral writing.
3

Viksten, Michal. "Human rights activism in Mexico City – A case study on young people’s strategies for enacting citizenship." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för socialvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-7156.

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The aim of this study is to gain a deeper understanding of the strategies used by young people in Mexico City to exercise civic participation in the form of human rights activism. Mexican society is currently markedby an increased amount of human rights violations, together with high levels of corruption, violence and severe flaws within the democratic system. To claim and stand up for human rights in this context is not onlydifficult but also dangerous, which is a pattern that recurs in many context throughout the globe. The young activists who were interviewed share the experience of having attended the same human rights education, where human rights are taught through critical pedagogy. They manifest a perspective where human rights have to be enacted in all spheres of society, including interpersonal relationships. Human rights ideals also seem to represent something similar to an ideology that, when understood correctly, entails a transformative potential. The experience of undertaking human rights education formed new networks and bonds in civil society, as well as personal reflections on their own position in their surrounding. Although recognizing the importance of relating to the parliamentary structure and public institutions, the activists seem sceptical towards achieving human rights progress through that arena due to the large political and financial corruption. Instead, the result of this study highlights other strategies for exercising civic participation and defending human rights in Mexico, such as the creation and participation in autonomous, democratic structures within in the civil society and social movements, as well as actions executed within informal relationships and spheres.
4

CULOTTA, VINCENZO. "Composizione di un sapere pedagogico nell’ascolto musicale attuativo." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/262899.

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Questa ricerca esplora le possibilità che si aprono offrendo ad adulti (professionisti in formazione) una particolare e originale esperienza artistico-musicale al fine di sviluppare consapevolezza, ascolto e apprendimento trasformativo. Ho progettato e realizzato due laboratori di ascolto musicale enattivo analizzandone gli effetti e i processi con l’intento di individuare alcune dimensioni strutturali dell’ascolto che possono divenire un’esperienza e una pratica educative. Gli elementi costruttivi dei laboratori, che fanno capo a una epistemologia pedagogica incorporata ed enattiva, sono: i corpi in azione del formatore e dei formandi e i gesti formativi, condizioni di possibilità di un setting formativo/trasformativo visto come un campo interattivo di esperienza e di costruzione di conoscenza. L’ipotesi teorica, discussa nella prima parte della tesi, di un’analogia strutturale tra il gesto musicale e il gesto formativo evidenzia le qualità materiali di quest’ultimo in termini di temporalità, spazialità, intensità e forma. Il senso espressivo del gesto è intransitivo: ciò suggerisce che un’esperienza formativa (qui, radicalmente intesa come formazione della persona) potrebbe non basarsi sulla comunicazione di contenuti (affettivi o intellettuali) ma sugli effetti performativi delle azioni e dei gesti compiuti dal formatore e dai formandi, organicamente orchestrati come in una composizione musicale. Nel mio progetto, l’esperienza dell’ascolto diviene il fulcro di questa analogia tra i gesti musicali e pedagogici, e il cuore dei laboratori che si strutturano concretamente come processi di ascolto di un brano di musica attraverso cicli in cui l’azione corporea e la co-riflessività si alternano ricorsivamente. Attraverso tali processi, l’esposizione enattiva dei partecipanti alle strutture musicali facilita il riconoscimento delle loro stesse azioni, schemi e posture corporei, e così anche, dei loro posizionamenti simbolici come educatori. Inoltre, il processo di formazione innescato da questo tipo di ascolto comporta la possibilità di modificare/rifinire quegli schemi e posture, grazie alla mediazione del gruppo. La seconda parte della tesi è focalizzata sul progetto, realizzazione e analisi di due laboratori, a cui hanno partecipato rispettivi gruppi di professioniste in formazione dall’Università di Milano Bicocca, condotti nell’anno accademico 2018/19. Come ricercatore, ho preso parte attiva nei laboratori; il mio processo riflessivo e di auto-formazione è tra gli obiettivi del mio studio e uno dei suoi rilevanti risultati. La metodologia impiegata è enattiva, interpretativa e critica, volta a costruire una teoria sufficientemente buona di questa esperienza. La scrittura auto-biografica e auto-etnografica, l’uso delle video-riprese e le note di campo, il coinvolgimento dialogico delle partecipanti in tutte le fasi del progetto, sono gli ingredienti di un processo enattivo di costruzione della conoscenza. Similmente, la scelta di un’analisi ricorsiva, narrativa e riflessiva dei contesti e dei processi laboratoriali (dopo una fase iniziale più induttiva) è stata intesa a far luce sugli effetti incrociati di azioni e significazioni multipli e embricati, messi in atto dalle partecipanti e dal conduttore. L’analisi mostra: come i processi di ascolto, conoscitivi e formativi si siano svolti ponendo al centro i corpi, con le loro percezioni e sensazioni, azioni e posture; come sia andato co-costruendosi un metodo dell’ascolto, tale che le sensazioni di movimento di ciascuna potessero circolare ed essere ridefinite attraverso la mediazione trans-individuale svolta dall’azione del gruppo; come, attraverso l’ascolto attuativo, le partecipanti abbiano generato delle metafore educative incorporate contattando aspetti essenziali di una competenza ad educare.
This research explores the possibilities opened by offering a specific and original kind of artistic-musical experience to adults (namely, professionals in education) in order to develop awareness, listening, and transformative learning. I designed an “enactive musical workshop”, proposed it to two groups of participants, and analysed its effects and process in order to identify some structural dimensions of musical listening that might become an educational experience and a training practice. The building blocks of the workshops, based on the gnoseological and epistemological framework of embodied and enactive pedagogy/knowledge, are the acting bodies of the trainer and trainees, and the formative gestures which leads to the conditions of a transformative/educational setting, as an inter-active field of experience and knowledge-building. The theoretical hypothesis – discussed in the first part of the thesis – of a deep analogy between musical and formative gestures highlights the material qualities of the latter in terms of temporality, spatiality, intensity, and form. The expressive sense of gesture is intransitive: this suggests that a formative experience (here, radically understood as the formation of the person) might not be based on the communication of content (affective or intellectual), but on the performative effects of the trainer and trainees’ gestures and actions, organically orchestrated, as in musical composition. In my project, the experience of listening becomes the centre of this analogy between musical and educational gestures/knowledge and the heart of the designed workshop, which is specifically structured as the implementation of enactive listening to a piece of music (I chose the Prelude “La cathédrale engloutie” by Debussy and the Impromptu No 1 by Schubert) through cycles where bodily action and co-reflexivity phases alternate recursively. Through this process, the enactive exposition of the participants to the sound-relational structures of the piece facilitates the acknowledgment of their own actions, patterns, and bodily postures, therefore of their symbolic positions as educators. Besides, the training process triggered by enactive musical listening entails the possibility of modifying/refining those patterns and postures, thanks to the fundamental mediation of the group. The second part of the thesis focuses on the design, realization, and analysis of two workshops with two groups of professionals in education from the University of Milan Bicocca, carried out in the 2018/19 academic year. As a researcher, I took an active part in the workshops; my own self-training and reflexive process is among the objectives of my study and one of its relevant outcomes. The chosen methodology is enactive, interpretative, critical, and aimed at building a good enough theory of this experience. Auto-biographical and auto-ethnographic writing, the use of video-registrations and field notes, the dialogical involvement of my participants in all the phases of the project are the ingredients of an enactive process of knowledge construction. Similarly, the choice in favour of an ongoing, narrative and reflexive analysis of the contexts and processes carried out in each workshop (after a more inductive initial phase) was meant to highlight the cross-effects of multiple and entangled actions and meanings, performed by the participants and the conductor. The analysis has highlighted: 1) a knowing process that places at the center the body with its perceptions and feelings, the actions and postures; 2) the enactive co-construction of a listening method, such that the movement feelings of each could loop, contaminate and be refined through the mediation of a group action; 3) the generative process carried out by the participants, through the enactive listening, of some embodied educational metaphors thanks to which they could contact some structural elements of a competence to educate.
5

MacDonald, Angela M. "Enacting global citizenship education: Teacher subject-matter knowledge and pedagogy." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=452825&T=F.

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6

Perumal, Juliet Christine. "Enacting Feminisms in Academia." Thesis, 2006. http://hdl.handle.net/10539/1837.

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PhD thesis - School of Education - Faculty of Humanities
In an attempt to add the voices of African feminist educators to the narrative field, and to address the critique that feminist discourses have generally been couched in theoretical abstraction, this study, which was conducted with five university women educators from various parts of Southern Africa, explores the enactment of feminist pedagogies in English language classrooms. The study was guided by the principles of feminist research methodologies, which advocate sensitivity to the subjective, emotional and biographic factors that shape the researcher and researched. Drawing from a suite of data sources, which comprised autobiographical and biographical narratives, lecture observations and interviews the study explores how the social variables of race, class, gender, politics, religion, etc. have influenced the participants’ feminist and language identity formation, and by extension how these inform their teaching of English from a feminist perspective, in terms of What they teach; How they teach, and Why they teach the curriculum content that they do. Taking the view that the personal is political and potentially pedagogical, the study provides a cursory commentary on the participants’ childhood and early adulthood, with the intention of exploring the potential a retrospective gaze of their identity formation has in terms of how they frame interpersonal relations with students and colleagues, and the enactment of their teaching identities. Identifying for more nuanced investigation the study tracks the trajectories of the participants’ coming to feminist consciousness, with a special focus on their adoption of project identities which they enact through their theorizing and teaching of English from a feminist perspective. Given their subscription and investment in narratives of emancipation that subvert social injustices and repressive domination, the study explores, at length, the complexities of feminist teacher identity in relation to the themes of difference, dialogue, and epistemologies of experience, all of which invariably encompass the overarching theme of feminist teacher authority. Acknowledging the slippery terrain of teacher and student identity calibrations, the study differentiates three ways in which authority is generally conceived of in feminist pedagogy, viz. authority versus nurturance, authority as authorship, and authority as power. In discussing the authority versus nurturance I argue for unhinging the female teacher from traditional associations of her with care-giver and intellectualised mammy. Urging for recognition of the woman teacher as female but non-maternal, I argue for a recontextualised and reconceptualised understanding of the female teacher – one that foregrounds her capability of offering critical intellectual nurturance. In exploring the delineation authority as authorship, which entails the mutual sharing of teacher-student personal experience in relation to broader public and academic discourses, the study cautions against the potential for personal epistemology to circulate within the realm of the familiar, narcissistic and sentimental, in the absence of meaningful critical and contextual pedagogic and educative relevance. In this regard, I suggest the consideration of two pertinent questions: viz. i) is there a shared assumption that the personal is good and the impersonal bad? and ii) given that other discourses of the personal are operating in the feminist classroom, exactly which personal are we referring to when we seek to validate the epistemology of experience? I argue that the pedagogic and educative worth of both teacher and students’ personal disclosures need to be subject to critical, analytical, and productive reflection to assess their value as knowledge. Critiquing enclaves of feminist pedagogical scholarship that suggest divesting the classroom of teacher authority as a way of rendering it more democratic, the discussion on authority as power agitates for an unmasking of the inevitable pedagogic and educative authority that the feminist teacher wields in the classroom. Through empirical evidence it illustrates variants of teacher authority that operate in the classroom and supports Gore’s (2002), proposition to develop a theory of pedagogy and power by acknowledging that: pedagogy is the enactment of power relations between teacher, student and other significant partners; bodies are the objects of pedagogical power relations, and in pedagogy, different differences matter; the kind of knowledge produced in pedagogy interacts with the institutional site and the techniques of power employed there; and pedagogy proceeds via a limited set of specific techniques of power. The study concludes with a theoretical and methodological reflective synthesis. The theoretical synthesis presents the central lines of argument that emerged from the issues investigated. The methodological reflective synthesis presents the participants’ comments on the validity of the study and the value that accrued to them by virtue of participating in the study.
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(10676241), Stacy Lynn Walker. "Connecting Through Communication: Scripts Enacting Three Theories." 2021.

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This creative non-thesis project includes three theories from communication studies. Uncertainty Reduction Theory, Cultivation Theory, and Cognitive Dissonance Theory. Each theoretical framework also includes a script written with the intent of filming in the future. Those videos could be shown in communication classes. These three theories cover a breadth of knowledge in the field as they pertain to interpersonal communication, media studies, and persuasion.
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Blevins, Brooke Erin. "Enacting critical historical thinking : decision making among novice secondary social studies teachers." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2705.

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This qualitative multiple case study conducted from an interpretive epistemological stance, focused on three novice social studies teachers decision making practices in regards to the use critical historical thinking. In seeking to understand teacher’s decision making practices, this research explored the bodies of knowledge that influence social studies teachers’ use of historical thinking in more critical ways. The theoretical framework guiding this research centered around three major frames: (1) the roots of teacher knowledge, including such things as teacher beliefs, teacher education experiences, and teacher content knowledge, (2) the bodies of teacher knowledge informed by these roots including official knowledge, and emancipatory or counter knowledge, and (3) how these bodies of knowledge lead to curricular enactment of critical historical thinking. Data analysis revealed four results that shaped teachers’ decisions and ability to use critical historical thinking in their classroom. The first three results highlight the bodies of knowledge teachers’ utilized in their decision-making practices, including their experiential knowledge, such as their familial and K-16 schooling experiences, content knowledge, both their knowledge of official and subjugated narratives, and pedagogical content knowledge. The final result explores how these bodies of knowledge interact with teachers’ schooling contexts. Findings suggest that historical positionality shapes not only the learning process, but the teaching process as well. A teachers’ historical positionality influences the way they are able to engage students in more critical renditions of the past. Teachers’ personal experiences inform their historical positionality, including their rationale and commitment to choose particular curriculum and pedagogical practices that address issues of race, class, and gender. Additionally, teachers’ critical content consciousness or the degree to which they are able negotiate the distance between their academic content knowledge and their beliefs about the past also shape their decisions to use critical historical thinking as a regular pedagogical practice. Finally, the last finding highlights the complex process teachers’ engage in as they navigate the external factors that press in on their daily teaching practice in ways that are critically ambitious. As such, the findings from this study have implications for both preservice and inservice teacher preparation.
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Fox, Roye Oneida. "Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards." Thesis, 2016. https://hdl.handle.net/2144/19508.

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Despite firm knowledge of the instructional actions taken by skillful teachers, the evidence of persistently low levels of literacy achievement among urban secondary students underscores the complexity of achieving meaningful change in routine teaching practices. This study was motivated by the need to improve teaching practices and improve literacy achievement among Black and Latino youth. In this mixed-methods study, I researched the extent to which the understandings about effective instruction guided the instruction of two highly-regarded secondary English language arts classroom teachers. The data for this study included initial teacher interviews, videos of classroom observations, teacher and researcher reflections of practice, and teacher retrospective interviews. The analyses included identifying, analyzing, and classifying: (1) the occurrence of explicit instruction of reading strategies, development of requisite background knowledge, culturally responsive pedagogy, and disciplinary literacy in English language arts secondary classrooms, (2) the types of decisions teachers make related to these factors when enacting a standards-based curriculum, and (3) how these decisions affect student achievement. The analyses led to two major findings: (1) both teachers modified the new standards-based language arts curriculum, but in varied ways and for substantially different reasons; and (2) the students whose instruction included the use of research-based strategies to access and build requisite background knowledge along with disciplinary literacy strategies made significant gains in reading achievement. The overall results of this study confirm and expand the existing literature in several ways: (1) by calling attention to how curricular modifications related to the development of requisite background knowledge and instruction in disciplinary literacy strategies serve to facilitate students’ access to complex texts; (2) by identifying some of the reasons for and obstacles to curricular modification for particular teachers in particular contexts; and (3) by providing preliminary evidence of positive reading outcomes for Black and Latino students who read complex texts in classrooms in which teachers emphasize disciplinary literacy practices, development of requisite background knowledge, and explicit instruction in comprehension strategies.

Книги з теми "Enactive pedagogy":

1

Andrew, Gilbert. Courageous pedagogy: Enacting critical science education. Charlotte, NC: Information Age Publishing Inc., 2013.

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2

Smits, Hans, and Raht Naqvi. Thinking about and enacting curriculum in "frames of war". Lanham: Lexington Books, 2011.

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3

Mikulec, Erin, and Tania Ramalho. Enacting Critical Pedagogy Online. Lang AG International Academic Publishers, Peter, 2022.

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4

Mikulec, Erin, and Tania Ramalho. Enacting Critical Pedagogy Online. Lang AG International Academic Publishers, Peter, 2022.

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5

Mikulec, Erin, and Tania Ramalho. Enacting Critical Pedagogy Online. Lang AG International Academic Publishers, Peter, 2022.

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6

Mikulec, Erin, and Tania Ramalho. Enacting Critical Pedagogy Online. Lang AG International Academic Publishers, Peter, 2022.

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7

Mikulec, Erin, and Tania Ramalho. Enacting Critical Pedagogy Online. Lang AG International Academic Publishers, Peter, 2022.

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8

Russell, Tom, and John Loughran, eds. Enacting a Pedagogy of Teacher Education. Routledge, 2007. http://dx.doi.org/10.4324/9780203962442.

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Loughran, John, and Tom Russell. Enacting a Pedagogy of Teacher Education. Routledge, 2007.

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Russell/Loughra. Enacting a Pedagogy of Teacher Education: Values, Relationships and Practices. Routledge, 2007.

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Частини книг з теми "Enactive pedagogy":

1

Gallagher, Shaun. "Enactive Hermeneutics and Natural Pedagogy 1." In Neuroscience and Education, 176–93. New York : Routledge, [2016] | Series: Routledge: Routledge, 2016. http://dx.doi.org/10.4324/9781315754109-11.

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Jones, Stacey, and Alysa Perreras. "Is Global Citizenship a “Pedagogy for the Privileged”?" In Enacting Equitable Global Citizenship Education in Schools, 35–44. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003241874-5.

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Cho, Hyesun. "Tensions and Challenges in Enacting Critical Literacy Pedagogy." In Critical Literacy Pedagogy for Bilingual Preservice Teachers, 161–90. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7935-1_7.

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4

Falloon, Garry. "Enacting a Vision: One School’s Transition to Becoming an ILE." In Pedagogy and Partnerships in Innovative Learning Environments, 245–72. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5711-5_13.

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Lisanza, Esther Mukewa. "Enacting Children’s Multiple Voices: Implications for Theory, Policy and Pedagogy." In The Multivoices of Kenyan Primary School Children Learning to Read and Write, 143–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38110-3_6.

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Ritter, Jason K. "Personal Examples of Self-Study as a Means of Developing and Enacting a Pedagogy of Supervision." In Supervising Student Teachers, 139–55. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_10.

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Hickey-Moody, Anna, Peter J. Cook, and Nathan Portelli. "The creative pedagogue: enacting affective pathways for interdisciplinary embodied creativity in primary education." In Sculpting New Creativities in Primary Education, 107–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129714-9.

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Ives, Denise, and Cara Crandall. "Enacting a Critical Pedagogy of Popular Culture at the Intersection o Student Writing, Popular Culture, and Critical Literacy." In Teaching towards Democracy with Postmodern and Popular Culture Texts, 201–20. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-875-6_13.

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"Enacting a pedagogy of teacher education." In Enacting a Pedagogy of Teacher Education, 11–25. Routledge, 2007. http://dx.doi.org/10.4324/9780203962442-5.

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Behizadeh, Nadia. "Centering Criticality While Navigating Reality." In Handbook of Research on Teacher Practices for Diverse Writing Instruction, 357–80. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6213-3.ch018.

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Preparing preservice English language arts (ELA) teachers to enact critical composition pedagogy is challenging considering the array of knowledge, practices, ideologies, and skills teachers must acquire. Further, school contexts often present multiple challenges to enacting critical pedagogy. This chapter presents analysis of two preservice teachers' beliefs, teaching practices, and challenges and supports for critical composition pedagogy during student teaching in middle schools. Additionally, the author explores to what extent the ELA methods course she taught influenced beliefs and/or teaching practices, particularly regarding writing. A guiding question is: How do different elements across university and school spaces function as challenges and/or supports to enacting critical composition pedagogy? Recommendations for ELA teacher educators are to integrate queer pedagogy and intersectional identity work; to provide better models for CCP enactment in collaboration with in-service teachers; and to build activist coalitions across school, university, and community stakeholders.

Тези доповідей конференцій з теми "Enactive pedagogy":

1

Taheri, Ali, and Claudio Aguayo. "Embodied immersive design for experience-based learning and self-illumination." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.72.

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Concept-based teaching and learning grounded on a mechanical paradigm has dominated western education tradition since the first industrial revolution. This type of educational tradition is characterised, among other things, by its reductionist and linear mindset that has led to siloed and disconnected knowledge generation. Yet the 21st Century demands us to rethink the traditional roles of the learner, the teacher and the learning environment. Climate change and wicked socio-ecological problems and challenges require a new ‘tradition’ to emerge, dominate and respond to our societal and planetary crisis. Integrated, multidisciplinary and transversal knowledge generation, dissemination and transfer, grounded on a strong critical ethics and philosophical exploration of new alternative educational paradigms, is paramount if we aim to respond accordingly to calls to create a better future today. Today’s 4th industrial revolution fusing Artificial Intelligence (AI) with the Internet of Things (IoT), genetic engineering, quantum mechanics and philosophy, and more is blurring the boundaries between the physical, digital, and biological worlds. This brings along the emergence of new understandings of the nature of human experience, and questions about how to design for it. In this scenario, education must become multidisciplinary again, where new epistemologies are to be the reflection of humanity’s process of change and transformation, while reconnecting with old and ancient knowledge and ways of doing. In the past, knowledge was considered a ‘unity’ whole acquired through journeys in people’s life, from where individuals learn by doing and experiencing every aspect of knowledge. One positive side-effect of embracing a unity view of knowledge today is that we can now make accessible non-western concepts, again, with emphasis on qualitative, subjective, emotional, embodied, ceremonial and spiritual views of knowledge generation and practice. How can we teach such concepts and views within a traditional and reductionist educational western system based on concept-based and siloed education? We cannot. Some knowledge, concepts and notions (known as ‘Qualia’ in the literature) can only be acquired through bodily lived and direct experiences. Today’s digital immersive technology can make it easier to integrate and consume knowledge through digital visualisation and self-led user experiences. New media can afford to provide learners a good foundation on many different disciplines, which normally would take years to achieve based on traditional pedagogy. Experience-based mediums like virtual reality (VR), if used in a non-concept based way, can bridge the knowledge gap existing created by qualia subjects in western societies. Here we argue that the epistemology coming from the Santiago school of cognition, with notions such as embodiment, embodied cognition and enaction, can inform and guide the development of an experience-based type of immersive learning design based on an enactive, self-led user experience. We propose that immersive learning experience design ought to focus first and foremost on ethics and critical philosophy, followed by embodied design for experience-based self-driven illumination. In this presentation we review the conceptual background leading to some examples of current experienced-based learning and self-illumination design exploration in immersive learning design, informed by the epistemology coming from the Santiago school of cognition.
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Rieber, Lloyd. "Enacting Q Pedagogy in a Graduate Social Studies Education Classroom." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891457.

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Gibson, Melissa. "Enacting Critical Democratic Pedagogy: Digital Video Production as Embodied Democratic Practice." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586963.

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Nash, Fredrica. "Exploration of Teacher Beliefs in Enacting Social Justice Pedagogy in Seventh-Grade Science." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886368.

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Zaccor, Karla. "My Journey From Teaching to Teacher Education: Enacting Liberatory Pedagogy in a Constructivist Classroom." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437322.

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Moody Maestranzi, Amanda. "Cultivating Equity: How a Mentor Supported Teachers With Unpacking Obstacles to Enacting Culturally Responsive Pedagogy." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1879933.

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Thomas, Clarice. "The Consciousness of a Classroom: Enacting a Critical Composition Pedagogy at an Urban Middle School." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444987.

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Morettini, Brie. "When Beginning Teachers Misunderstand Culturally Relevant Pedagogy: Difficulties in Enacting a Community-Focused Induction Program." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1567646.

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Moody Maestranzi, Amanda. "Cultivating Equity: How a Mentor Supported Teachers With Unpacking Obstacles to Enacting Culturally Responsive Pedagogy." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1879933.

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Pena-Sandoval, Cesar. "Advancing Hip-Hop Pedagogy in Chile: Innovative Educators Enacting Culturally Sustaining Practices in Urban Contexts." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894541.

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