Education & Pedagogy

Pedagogical studies -- related to teaching didactics and methodologies -- are fundamental in the globalized world, especially in the complex field of comparative education (Morin, 1999. "Os sete saberes necessários à educação do futuro." Cortez). Exchanges of knowledge from applied educational practices, coupled with their underlying foundations, can produce resonances for the broad understanding and improvement of educational actions. We reaffirm the validity of sharing formative experiences at different levels of analysis for the development of physical education teacher education (PETE), in association with symbols and social values related to the nature of teaching work with the images and deep psychological processes. From the complexity in the articulation of different epistemological bases, the grounded Freirean perspective contributes to understanding the subjective aspects of teaching in PETE.

The aim of this study, which was in a qualitative research design, is to reveal the perceptions of education administrators working in higher education institutions about the concept of sustainability through metaphors. The phenomenological model, which is based on the individual's describing a conscious experience of a phenomenon, and in which the researcher tries to reach the life world created by each participant's own subjective experiences, was used. After data collection, the metaphors produced by the education administrators regarding the concept of sustainability of education administrators were analyzed and categorized. As a result of the research, the meanings attributed to the concept of sustainability by education administrators working in higher education institutions were revealed.

Multicultural education is thought to consist of five dimensions: content integration, the knowledge-construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure. Of the five, equity pedagogy is identified as an essential element by leading scholars in the field. Can equity pedagogy alone create the powerful learning experiences needed for multicultural education? This is an important question to consider as conservatism and dedifferentiation challenge multicultural education. If dedifferentiation is a recurring feature that impacts teachers and students, then we need a pedagogy that accounts for its significance. This article explores the ways a pedagogy of intertextuality responds to dedifferentiation and extends equity pedagogy for the development of future teachers and leaders.

The current study seeks to expand our knowledge on extended education and its potential contribution to social inequality by examining socioeconomic disparities in supplementary education (SE) at college and its impact on labor market outcomes. Using data from the United States Education Longitudinal Study, logistic and linear regressions deliver the following main findings: (1) Socioeconomic status (SES) significantly affects SE participation, net of other factors. (2) With higher involvement in SE activities, neither employment nor income prospects significantly increase. (3) Low SES graduates are slightly more likely to benefit from SE than high SES graduates. (4) Among high-impact SE practices, only internships exert a positive effect on labor market outcomes.

Teacher education in Canada is a contested discipline with long standing national and international debates about what teachers need to know and be able to do. But teacher education programmes are also influenced by the social, political, and economic context in which the programmes developed, so it is reasonable to suppose that debates about teacher education programming are connected to local issues and concerns of the community. Given the supposition that teacher education programming is shaped, at least in part, by the tensions and contentions arising in particular localities, this study provides historical insight into the relationship between a local community and a teacher education program by examining connections between the Saskatoon Normal School teacher education program and the community of Saskatoon in the years of 1930-1950.

Kaur (2012) raises the question, how can education be more inclusive and representative when catering to diverse groups and students? Does our entitlement to human kindness cease once incarcerated, and are we to be forever banished to the outskirts of society? The majority of offender education research assesses success or failure through mechanistic, objective and calculated criteria. Statistically, offenders repeatedly underachieve in primary and secondary education; offenders who partake in some form of adult and post-release learning continue this pattern, and face other non-learning barriers that impact on participation and accreditation outcomes (Prison Education Trust, 2018). Departing from conventional modes and methods of teaching, this article examines the transformative journeys of former offenders, and considers the role of education in supporting them to lead more productive and meaningful lives.

In addition to psychomotor and cognitive learning, social development is one of the three pillars of the national standards for physical education instruction. Though a plethora of research has exhibited the benefits social inclusion can have for students with and without disabilities, inclusion cannot be successful unless physical educators are deliberate, persistent, and continually reflective on the needs of students. The purpose of this paper is to outline the state of inclusion of students with disabilities in a general physical education classes and to highlight teacher behaviors and instructional techniques that promote social acceptance and inclusion for all students in physical education.

The COVID 19 pandemic has shaken the world with rising deleterious effects. It triggered some fundamental changes to several population segments sand multiple sectors of the economy. The education system is no exception. With the educational institutions being closed due to lockdown for extended duration, delivery of education has been impacted. This paper examines the impact of COVID-19 pandemic on education services and proposes an outlook regarding the future of online learning. Given the acceptance by participants (learners and teachers) and advantages (in terms of spread and volume) of online learning over traditional learning, the online learning would continue to exist.

This paper investigated how puppetry could be used to improve the standards of early childhood science education. This study determined the effect of a puppet-making and puppetry workshop on preservice preschool teachers' beliefs and attitudes towards science education and looked into their experiences during and after puppet-making. Although participants faced some difficulties during the workshop, they developed numerous socioemotional skills. Puppetry activities can help preservice teachers learn how to deliver child-centered, stimulating, and interactive classes. Using puppets in early childhood science education can help teachers develop positive attitudes towards science and offer students high-quality, engaging, and creative activities.

In recent decades, pedagogical techniques reestablishing the relevance of higher education to communities, students, and potential employers--particularly those with an experiential or applied focus--are increasingly popular. Yet, the discourse in higher education seems to isolate pedagogic approaches, and subsequently, the concept of progressive education remains unclear. The purpose of this paper is to offer a thematic organizing framework for synthesizing pedagogies that characterize progressive education in the 21st century. The identification of five major themes of contemporary pedagogies bounds the many pedagogical approaches that exist in today's educational landscape. Definitions of such pedagogical approaches will be included, and implications of the framework will be discussed.

Prior to the arrival of Europeans in the 15th century, informal education existed in Ghana with the goal of introducing young people into the society. The traditions and values of the community, as well as the meaning of life, were taught to the child. By using postcolonial theory as a framework for analysis, it is evident that the Western formal education introduced to the people of the Gold Coast by the Christian missionaries and the British Colonial government did not serve the indigenous population well. Rather, it denationalized and facilitated the indignity and loss of cultural identity of the Ghanaian. The missionary and colonial education aimed at character training and civilization resulted in cultural annihilation and religious, and linguistic hegemony.

This paper presents the findings from an exploratory study, based on an online survey and follow- up interviews, that investigated why English parents chose to home educate their children. The 132 survey responses showed that 223 children, aged 4-18 had attended compulsory, mainstream schooling but been off-rolled from primary, junior and senior schools in England. Parental views on the purpose of education and reasons for home educating were explored. The purpose of education as a preparatory process, for self-fulfilment and to engender a love of learning demonstrates the influence of the economic neoliberal agenda. Findings reflect ongoing dissatisfaction with the current education system. Failure to meet the needs of children with SEN, inadequate responses to issues with bullying and children's loss of a sense of well-being were reasons to off-roll.

This paper examines the ability of a public higher education in Ghana to adapt to changes in teaching and learning in the midst of COVID-19 pandemic. Measures taken to ensure uninterrupted migration to online teaching and learning included a regular monthly supply of data bundle from an internet service provider to faculty members, select support staff and students in addition to regular training in the effective use of the SAKAI Learning Management System. Challenges encountered include inadequate internet access, occasional network interruptions during online classes and oversubscription of Zoom time slots at the departmental level. Despite these challenges, this public higher education institution was able to complete the 2019/2020 academic year fairly well.

This study assessed the impact of education for women at all levels (primary, secondary, and tertiary) on economic development and child welfare in Nigeria. The choice of these two domains was to give a thorough assessment economic impact of women's education. The Augmented Dickey-Fuller (ADF) was used to test for the stationarity of variables. The Autoregressive Distributed Lag (ARDL) bound test with the aid of data obtained from World Bank indicators was employed for the analysis. The analysis revealed that the more women with secondary and tertiary education, the better the economic growth and child welfare in Nigeria. Hence, the paper concluded that the government should make and implement appropriate policies to boost women's education enrolment at all levels.

The Department for Education sees school education as responding to what its ministers perceive as the economic demands of the future. They fail to recognise the need for young people to be prepared for the ecological problems on the horizon, such as climate change, economic turmoil and the human consequences of a global shortage of food, water and energy. I argue that a National Education Council for Schools is needed which should ensure that it is the professionalism of teachers that directs the education of the young in preparing them for what the world of their adulthood may be like. Hence, I come to the momentous conclusion that the Department for Education and its enforcement arm, Ofsted, should be abolished. In the more evocative term used in my title, they should be defenestrated.