scholarly journals The experience of teachers in realisation of project-based learning based on interdisciplinary approach

2021 ◽  
Vol 53 (1) ◽  
pp. 67-120
Author(s):  
Dusica Malinic ◽  
Jelena Stanisic ◽  
Ivana Djeric
Keyword(s):  
Interdisciplinary Approach ◽  
Educational Practice ◽  
Project Based Learning ◽  
Russian Language ◽  
Music Culture ◽  
School Year ◽  
Organisational Support ◽  
Language And Literature ◽  
Language And Music ◽  
Teachers And Students

Preparation and realisation of project-based learning with interdisciplinary approach in educational practice is a complex and challenging process which de?mands flexibility, openness, and persistence. The motivation of teachers to try, by means of reflection and experimentation, to innovate their educational practice pre?sents the base for this qualitative study. The goal of our research was to understand the experience of the teachers in preparation and realisation of project-based learning based on interdisciplinary approach, with the support of facilitators. The research was carried out by using the process of facilitation during school year 2018/2019 in a primary school in the centre of Belgrade. The participants were three teachers (of Serbian language and literature, Russian language, and music culture), as well as associates of the Institute for Educational Research with roles of facilitators and researchers. We used the group interview technique and semi-structured guide for the facilitation of group meetings. The interviews were audio-recorded, and their data were transcribed. We identified three themes in the narratives of the teachers: (1) beliefs of the teachers about project-based learning; (2) motivation and emotions of the teachers and students engaged in project-based learning; (3) challenges during preparation and implementation of project-based learning. It was concluded that the beliefs of the teachers about project-based learning had been changing over time with the support of facilitators, that their experience had been marked by motivational and emotional oscillations and that there had been numerous and various challenges during preparation and realisation of the learning. Project-based learning demands professional, motivational, emotional, and organisational support of various partici?pants in autonomy-supportive climate at school.

scholarly journals ONLINE SCHOOLING IN RURAL AREAS IN ROMANIA DURING THE PANDEMIC: TEACHERS’ PERSPECTIVES

2021 ◽  
Vol LXVIII (2) ◽  
pp. 101-120
Author(s):  
Cristina TUNEGARU
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Rural Areas ◽  
Educational Practice ◽  
Rural Teachers ◽  
School Year ◽  
Starting Point ◽  
Teachers Experiences ◽  
Teachers And Students ◽  
Teachers Perspectives

Because of the threat of the Coronavirus pandemic, schooling in Romania moved in distance regime in March 2020. During the next school year, each municipality chose the scenario for each school – face-to-face schooling or online learning – according to the local number of infections. However, online education encountered many difficulties in terms of material and human resources, especially in rural areas. In this study we aim to explore rural teachers’ perspectives about online schooling in Romania, during the Coronavirus pandemic. The data – obtained through a series of interviews and questionnaires – were collected from rural teachers working in various parts of the country. In this study we propose to follow two main directions. First, we explore teachers’ experiences concerning the access to material resources in the school and at home. The absence of proper digital equipment and the quality of the internet connection are two of the main concerns for policy makers. Second, the study focuses on educational practice, discussing teachers’ accounts and experiences during two periods: March-June 2020 and the next school year, until present. We intend to explore rural teachers’ experiences in depth, as rural was always disadvantaged in Romania’s education system. This study is a starting point for further research of rural teachers’ preparedness in Romania and the implications of online learning on rural teachers and students.

On the Principles of Working with Concepts during Russian Language and Literature Lessons

2020 ◽  
Vol 81 (1) ◽  
pp. 7-14 ◽  
Author(s):  
M. I. Shutan
Keyword(s):  
Russian Language ◽  
Scientific Publications ◽  
Lexical Meaning ◽  
Classroom Activities ◽  
Russian State ◽  
Language And Literature

In this article, the author sets out to investigate the principles of teaching schoolchildren how to work with word concepts during Russian language and literature lessons, including distinction between the lexical meaning of the word and the concept, creation of the image of a word concept (on the example of the concept "face"), visualisation of concepts, textocentrism. The identification of these principles is based on the analysis of scientific publications and accumulated pedagogical experience. The concluding part of the article correlates classroom activities of working with word concepts with the content of Russian state exams in the 9th and 11th forms.

Feminist critique of developmentalism

2005 ◽  
Vol 3 (3) ◽  
pp. 299-326 ◽  
Author(s):  
Linda Spatig
Keyword(s):  
Learning Communities ◽  
Human Development ◽  
Educational Practice ◽  
Educational Reforms ◽  
Feminist Critique ◽  
School Practices ◽  
Feminist Literature ◽  
Curriculum And Pedagogy ◽  
Educational Implications ◽  
Teachers And Students

Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between ‘insider critiques’ formulated by feminist psychologists evaluating and trying to improve traditional theories of human development and ‘outsider critiques’ articulated by feminists, both within and outside psychology, challenging science itself. Second, I address educational implications of the insider and outsider critiques of developmentalism. Educational reforms spawned by insider feminist critiques consist largely of efforts to make curriculum and pedagogy more ‘girl-friendly’. Reforms aligned with outsider feminist critiques call for ‘critique-friendly’ schooling that provides opportunities for reconceptualizing gender dualisms, critiquing school practices that strengthen dualisms and ongoing critique of educational reforms initiated in the name of such critiques. Following the outside critiques, I argue for feminist learning communities with authentic relationships between teachers and students whose diverse and changing identities and ideas are respectfully and compassionately acknowledged.

scholarly journals MEDIA LITERACY IN EXTRACURRICULAR ACTIVITIES

2021 ◽  
Vol 2 ◽  
pp. 613-623
Author(s):  
Katarina Vanek
Keyword(s):  
Media Literacy ◽  
Extracurricular Activities ◽  
Primary Schools ◽  
Educational Practice ◽  
School Year ◽  
Starting Point ◽  
8Th Grade ◽  
The Media ◽  
The Republic ◽  
School Curricula

This research has been set in view of the increasing exposure of children and youth to the media and the challenges of the modern education system. The aim was to establish the existence and representation of extracurricular activities in school curricula aimed at media literacy of students in primary schools in the area of Virovitica-Podravina and Požega-Slavonia Counties in the Republic of Croatia. The data were collected by studying the documentation - analysis of 25 school curricula for the 2020/2021 school year, which are available on websites of the schools. The results are described by the descriptive method and point to the existence of extracurricular activities aimed at media literacy of students, but not in all schools. Such extracurricular activities are more represented in higher grades of primary school (5th -8th grade) and are mostly oriented toward journalism, while in lower grades (1st - 4th grade) the most frequent activities are related to Computer Science or a specific aim set within media literacy education. Finally, this research can be a starting point for other research projects for determining the causal links that led to such results and an incentive to improve educational practice in Croatian schools.

scholarly journals Students’ view on supportive co-teaching in medical sciences: a systematic review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Afsaneh Dehnad ◽  
Maryam Jalali ◽  
Saeed Shahabi ◽  
Parviz Mojgani ◽  
Shoaleh Bigdeli
Keyword(s):  
Teacher Collaboration ◽  
English Language ◽  
Learning Experience ◽  
Data Extraction ◽  
Interdisciplinary Approach ◽  
Collaborative Teaching ◽  
Medical Sciences ◽  
Keywords And Phrases ◽  
Teachers And Students ◽  
Independent Review

Abstract Background Supportive co-teaching (SCT) is the practice of employing two or more experts whose knowledge and experiences are needed simultaneously to make a connection across different disciplines in a classroom. Although this interdisciplinary approach seems to be beneficial, there are many features which need further examination. This study was conducted to systematically review studies addressing the use of this approach and learners’ views on SCT in medical sciences. Methods We searched for the studies addressing students’ views on SCT in medical sciences from January1st 2000 to June 31st, 2019. All the studies, both quantitative and qualitative published in English language, investigating the students’ views on SCT, in non-clinical courses in the setting of medical sciences were included. We searched electronic databases of PubMed, Scopus, Embase, Web of Science, WHO Global Health Library, Health Systems Evidence, and ERIC with the keywords and phrases related to the topic which were: “co-teaching”, “team teaching”, “collaborative teaching”, “peer-to-peer co-teaching”, “partnership teaching”, and“ teacher collaboration”. Results By the initial search, 9806 studies were found and after deletion of duplicates and screening, 111 remained for selection. Upon the independent review by two researchers, we were able to discern 12 studies eligible to be included for data extraction. All the studies reported positive views of the students towards SCT although some identified concerns and drawbacks. The students stated that they could better perceive the relationship between basic and clinical sciences, were more engaged in the learning process, and their learning experience was optimized in a course directed by SCT. Conclusion Overall, the students showed positive views of this approach of teaching, and their grades indicated they learned better than expected. However, mismatch and lack of coordination between instructors would make the class distracting, confusing and even disturbing. Further studies investigating different variables related to teachers and students in SCT classes are suggested.

scholarly journals Peningkatan Keterampilan Tendangan Dalam Pencak Silat Melalui Variasi Gerak Dasar Tendangan “T” dan Tendangan Depan Pada Siswa Kelas V SDN Pinggir Papas 1

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Yoni Sakti Amroin ◽  
Nanik Indahwati
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
School Year ◽  
Learning Aids ◽  
Teachers And Students ◽  
Academic Year ◽  
Basic Movement ◽  
Basic Motion

The purpose of this study was to improve the learning outcomes of basic kick motion skills in pencak silat through variations of the basic 'T' and front kick motion using assistive media in fifth grade students of SDN Pinggir Papas I in the 2020/2021 academic year.This research was a Classroom Action Research (PTK). The research was carried out using one cycle, if the desired results have not been achieved then the following cycle is continued, with each cycle consisting of planning, implementing actions, observing and reflecting. The subjects of this study were twenty-four students of grade five SDN Pinggir Papas I for the 2020/2021 academic year. The data sources came from teachers and students. Data collection by front kick pencak silat and activity observation during the teaching and learning activities of kicks in pencak silat using learning aids. The data in this study were in the form of quantitative and qualitative data. In this research, it produces data on the improvement of students in learning the basic movements of the T kick and front of the pencak silat with variations and learning aids. The achievement of completeness of the learning outcomes of the pencak silat T kick from pre-cycle one is about sixty-seven percent. From cycle one to cycle two amounted to twenty five percent. Meanwhile, learning outcomes for front kicks from pre-cycle to cycle 1 experienced an increase of fifty-four percent.The improvement of learning outcomes for T and forwards kicks with variations in T and forwards kick exercises has increased until it reaches the learning target, namely reaching the good and very good categories. Based on the results of the study, the conclusion is: Variations in the basic motion of the 'T' kick and forwards in learning can improve learning outcomes of the basic movement skills of pencak silat kicks in fifth grade students of SDN Piggir Papas I in the 2020/2021 school year.

scholarly journals Project-based Learning for Environmental Sustainability Action

2020 ◽  
Vol 36 ◽  
Author(s):  
Sharon Bramwell-Lalor ◽  
Keith Kelly ◽  
Therese Ferguson ◽  
Carol Hordatt Gentles ◽  
Carmel Roofe
Keyword(s):  
Environmental Sustainability ◽  
Learning Strategy ◽  
School Administrators ◽  
Project Based Learning ◽  
Graduate Course ◽  
Learning Platform ◽  
Wide Range ◽  
Social And Economic Development ◽  
Teachers And Students ◽  
Teaching Learning

The quest for social and economic development coupled with a growing population has led to complex and unsustainable interactions between humans and the natural resources of planet Earth. One approach to addressing complex, ‘wicked’ problems involves closing the gap between the sustainability knowledge of individuals and the competencies for positive environmental behaviours. Projectbased learning is one teaching-learning strategy which provides opportunities for cultivating a wide range of sustainability competencies to close this gap. Two cases are presented in this paper in which project-based learning was used for fostering environmental competencies and advancing sustainability. One relates to teachers in a graduate course, and the other, to students using an online learning platform. Evaluation of various qualitative documents and artefacts produced by participants revealed that i) teachers and students were motivated and enabled to take action on environmental and sustainability issues through project-based learning ii) participants’ environmental knowledge and sustainability competencies such as communication and collaboration skills were enhanced. School administrators should therefore encourage a culture where project-based learning is infused into the curriculum, and teachers’ collaborative efforts regarding projects are supported.

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