scholarly journals Interspecies Pedagogy: What Could a Horse Teach Me About Teaching?

2019 ◽  
Vol 5 ◽  
pp. 4-30
Author(s):  
Biljana Culibrk Fredriksen
Keyword(s):  
Teacher Education ◽  
Experiential Learning ◽  
Learning Process ◽  
Learning Processes ◽  
Mutual Trust ◽  
Current Investigation ◽  
Ethnographic Case Study ◽  
Joint Learning ◽  
Relationship Of

This article explores experiential learning through a more-than-human perspective. It builds on my earlier study of young children’s experiential learning, which revealed the biological predispositions or”embodied capacities” that young children have to learn from experience. In this current investigation, I identify some characteristics of a horse’s experiential learning and maintain that understanding these experiences is relevant for teaching beyond human perspectives. I also seek to understand how a teacher can motivate experiential learning. The article presents an ethnographic case study of myself and my horse Zvekki. Zvekki’s sophisticated predispositions for experiential learning have become visible over the years I have been pursuing a relationship of mutual trust between us. Daily interactions with Zvekki have challenged my communicative and other skills to the full and facilitated conditions for both her and my own experiential learning. The joint learning has also been a process of gaining more respect for the horse and gradually moving away from the anthropocentric position where, I realise retrospectively, I started from. What my horse taught me is relevant for teaching different subjects within teacher education programmes because every learning process and form of teaching is an experience in itself. The article focuses on the qualities of learning experiences and skills that are required from teachers who genuinely want to understand learning processes of their students and seek to provide conditions for holistic forms of learning.

High Possibility Classrooms

TPACK ◽  
2019 ◽  
pp. 518-547 ◽  
Author(s):  
Jane Louise Hunter
Keyword(s):  
High School ◽  
Teacher Education ◽  
Technology Integration ◽  
Experiential Learning ◽  
School Teacher ◽  
Exemplary Teachers ◽  
High School Teacher ◽  
Whole School ◽  
High Possibility

This chapter reports on a case study of a high school teacher from a larger study of ‘exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms in Australia. The study found that theory, creativity, public learning, life preparation and contextual accommodations are crucial. Each conception of the teachers' knowledge is underpinned by particular pedagogical themes that together form a fresh vision for technology integration known as High Possibility Classrooms or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.

Multi-level mentoring practices in a Teacher Education Program in Greece

2018 ◽  
Vol 10 (3) ◽  
pp. 256-270 ◽  
Author(s):  
Vasiliki Brinia ◽  
Paraskevi Psoni
Keyword(s):  
Teacher Education ◽  
Experiential Learning ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Content Type ◽  
Specific Program ◽  
Mentoring Practices ◽  
Multi Level

Purpose The purpose of this paper is to reflect the multi-level mentoring practices of a Teacher Education Program in Greece and the mentors’ perceptions on them. The mentoring practices of the specific Program are unique in Teacher Education in Greece; and therefore, the paper examines the extent to which they are considered as capable of developing in mentors and mentees specific skills that contribute to the development of student-teachers’ professional identity. Design/methodology/approach The case study is based on qualitative research and 32 interviews with mentors of the specific Program who report their experience. Six mentees have also been asked to provide the researchers with comments, so as to observe whether their answers confirm the mentors’ perceptions. Findings The different types of mentoring of the specific Program are perceived as able to enhance the mentors’ and the mentees’ professional development and self-confidence as well as to the latters’ improved transition and engagement to the Program. The authors also contribute to the fostering of the mentees’ experiential learning and to the capitalization of knowledge in Teacher Education. The EES teacher mentoring is considered of important adding value to the formation of student-teachers’ professional identity, according to the mentors interviewed. Mentees comments were found to confirm the mentors’ perceptions. Originality/value The conclusions of the paper are of significant value, since multi-level mentoring as a holistic approach to teacher-candidates’ experiential learning and professional development examined in a single paper is rather rare. Moreover, the Program of the paper’s case study follows this multi-level innovative approach, which includes EES teacher mentoring, and which is of considerable adding value, according to the mentors and the mentees interviewed. It could, therefore, constitute a paradigm for other Teacher Education Programs in Greece and in other countries.

scholarly journals Understandings and uses of assessment: case study with Spanish teacher educators

2021 ◽  
Vol 7 (4) ◽  
pp. 32-40
Author(s):  
André Moura ◽  
Amândio Graça ◽  
Paula Batista
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Teacher Educators ◽  
Education Programme ◽  
Individual Interviews ◽  
Teaching Learning ◽  
Use Of Assessment ◽  
The Impact ◽  
Spanish Teacher

Assessment can serve different purposes. In Spain there has been an increase of research in assessment processes that intends to enhance students’ learning. Attending to this scenario, this study intends to explore the understandings of four teachers from one Spanish university, known as one of the most active in developing formative and shared assessment processes, about i) the process of implementing formative and shared assessment processes and ii) the impact of these assessments on students and on the teaching-learning process. Four teachers were purposively selected to be interviewed, according to their availability, use of assessment to promote students’ learning, work in a teacher education programme and have more than 15 years of experience as teacher. Analysis of data collected from semi-structured individual interviews resulted in the following themes i) formative and shared assessment – advantages vs. disadvantages, ii) vision about teacher education programmes, iii) teachers’ changes throughout their career, iv) students’ participation in assessment, and v) negotiating the teaching-learning process with students. These teachers consider that formative and shared assessment can be laborious, but worth the effort, mainly in teacher education programmes, where the focus is not only on student-person, but also on future teacher-person.

scholarly journals RELATIONSHIP OF WRITING LEARNING PROCESSES WITH LANGUAGE ERRORS OF STUDENT EXPOSITION (Research Language Errors in SMAN 4 Tambun Selatan)

2020 ◽  
Vol 19 (1) ◽  
pp. 66-77
Author(s):  
Ria Anggari Putri
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Qualitative Method ◽  
Learning Processes ◽  
School Students ◽  
Relationship Of ◽  
Descriptive Qualitative

Abstract:This study aims to find out and explain the interrelationship of the learning process of writing with errors in the exposition of students. The method used is descriptive qualitative method which aims to describe and explain the relevance of the learning process of writing with the errors of the exposition of students. The object of this research is the exposition of class X high school students assisted by questionnaire. The results of this study indicate that the more maximum the process of learning to write, the better the results obtained, and conversely the instant process and teachers who do not maximize teaching in the methods and media used will be increasingly less quality.   Keywords: writing, language errors, exposition

scholarly journals High Possibility Classrooms

2015 ◽  
pp. 466-492 ◽  
Author(s):  
Jane Louise Hunter
Keyword(s):  
High School ◽  
Teacher Education ◽  
Technology Integration ◽  
Experiential Learning ◽  
School Teacher ◽  
Exemplary Teachers ◽  
High School Teacher ◽  
Whole School ◽  
High Possibility

This chapter reports on a case study of a high school teacher from a larger study of ‘exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms in Australia. The study found that theory, creativity, public learning, life preparation and contextual accommodations are crucial. Each conception of the teachers' knowledge is underpinned by particular pedagogical themes that together form a fresh vision for technology integration known as High Possibility Classrooms or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.

scholarly journals Management accounting change as a learning process: a longitudinal analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Riccardo Giannetti ◽  
Lino Cinquini ◽  
Paola Miolo Vitali ◽  
Falconer Mitchell
Keyword(s):  
Experiential Learning ◽  
Learning Style ◽  
Learning Process ◽  
Management Accounting ◽  
Discrete Event ◽  
Learning Processes ◽  
Research Approach ◽  
Accounting System ◽  
Content Type ◽  
Management Accounting System

Purpose The purpose of this paper is to investigate how a substantial organization gradually builds a management accounting system from scratch, changing its accounting routines by learning processes. The paper uses the experiential learning theory and the concept of learning style to investigate the learning process during management accounting change. The study aims to expand the domain of management accounting change theory to emphasize the learning-related aspects that can constitute it. Design/methodology/approach The paper provides an interpretation of management accounting change based on the model of problem management proposed by Kolb (1983) and the theory of experiential learning (Kolb, 1976, 1984). The study is based on a 14-year longitudinal case study (1994‐2007). The case examined can be considered a theory illustration case. Data were obtained from a broad variety of sources including interviews, document analysis and adopting an interventionist approach during the redesign of the costing system. Findings The paper contributes to two important aspects of management accounting change. First, it becomes apparent that the costing information change was not a discrete event but a process of experience and learning conducted through several iterations of trial-and-error loops that extended over the years. Second, the findings reveal that the learning process can alter management accounting system design in a radical or incremental way according to the learning style of the people involved in the process of change. Research limitations/implications Because of the adopted research approach, results could be extended only to other organizations presenting similar characteristics. Several further areas of research are suggested by the findings of this paper. In particular, it would be of interest to investigate the links between learning styles and communication and its effect on management accounting change. Practical implications The paper includes implications for the management of learning during management accounting change, to improve the efficiency and effectiveness of this process. Originality/value This paper is one response to the call for an interdisciplinary research approach to the management accounting change phenomena using a “method theory” taken from the discipline of management to provide an explanation of the change in management accounting. In respect of the previous literature, it provides two main contributions, namely, the proposal of a model useful both to interpret and manage learning processes; the effect of learning style on management accounting routines change.

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