The Basics of Continuous Learning Pedagogy

This article describes and analyses a model of continuous learning pedagogy (CLP). Profound, ongoing societal change reflect our time and place new demands on work skills. The necessity to update skills challenges employers, employees, and ultimately the entire education system. Future pedagogical planning needs to consider:1) the goals and methods of the learning process from the adult student’s perspective;2) the learning opportunities offered by the environment based on technology and distance learning;3) the teacher’s caring, expertise-based role and ability to appreciate students’ emphasizing;4) shared leadership, working life skills, and teamwork; and5) interprofessionalism, national and international networks.

PEDAGOGICAL CONCEPTIONS AND PRACTICES OF YOUTH AND ADULT EDUCATION TEACHERS IN THE INCLUSION OF STUDENTS WITH INTELLECTUAL DISABILITY

Background: Youth and Adult Education (YAE) is a teaching modality in Brazil aimed at people who have not had access to mainstream school or not completed their schooling. Objective of the study was to characterise the pedagogical practices of teachers in the mainstream classroom and special education, working with students with intellectual disabilities at YAE. Method: Qualitative descriptive approach. Observations in classrooms and interviews with teachers. Data consolidated by content analysis and arranged in themes. Results: Teachers have difficulty meeting the student’s specific needs and developing pedagogical resources and strategies to promote access to knowledge. Conclusions: Need exists for greater collaboration between regular and special education teachers to organize the pedagogical planning enabling more assertive pedagogical practices. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" /></p>

JUICIO MORAL DE ESTUDIANTES Y MAESTROS ANTE HECHOS DE VIOLENCIA EN UNA ESCUELA SECUNDARIA PÚBLICA EN MÉXICO

The objective of the investigation into the violent events in the daily environments of the students of a secondary school in Mexico was to reveal them as part of a training process for their teachers. From the conception that social and school violence are inherent to the social order and are expressed in bodies and things, our interdisciplinary approach was based on a mixed methodology, using qualitative techniques, through observation, pedagogical planning , common reflection and evaluation with teachers, and quantitative techniques, with the preparation and application of an interview of teachers to 429 students of the three grades of secondary school, in the morning and evening shifts, to relieve the network of violence, with emphasis on the school, andthe subsequent creation of a database for its systematization and analysis. This methodological strategy made it possible to unravel the moral judgment of students and adults in correspondence with the acts of violence experienced by the students, which have been mainly fights and beatings, harassment and robbery. Interventions regarding adults, in accordance with school regulations, have been the predominant application of expiatory sanctions, or their inaction, thus adding other forms of violence that express a heteronomous moral judgment. This forces the majority of students to be careful not to fall into provocations from the other minority group, ready to attack them as a way to settle their differences. Also the moral judgment of the students is heteronomous and their proposals to face these facts, to a large extent, coincide with the school regulations. However, a minority group of students proposed, in addition to listening, empathy and dialogue, that they “favor their own behaviors among equals”, which is the law of true cooperation, suggestive for a formative process of adults that facilitates the transition towards a moral judgment of cooperation, for a coexistence of protection and a better teaching-learning process.

Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings

This article contrasts two studies that focus on language learning strategies (Study 1) and strategy instruction (Study 2) in CLIL programs. Drawing from the literature on language learning strategies and strategy instruction, we propose a theoretical framework that takes into account metacognitive awareness as a useful concept to capture the interrelatedness of teaching, learning and using language learningstrategies in CLIL. We approach metacognitive awareness from two positions: 1) as a concept that describes self-regulated learning in students and constitutes one of the important areas of language learning strategies (metacognitive strategies), and 2) as a key concept when describing the decisions teachers make in their pedagogical planning and implementation, including when deciding on which language learning strategies to single out for instruction, and how to instruct these. We understand these two positions as interrelated and “speaking to each other”, scaffolding the learning processes through focused attention to vocabulary and language structures needed for content message and understanding. For future research, we propose a focus on CLIL teachers’ reflective cycles that take into account students’ prior knowledge (e.g., cognates, language learning strategies learnt in mainstream language classes, understanding of subject-specific concepts in native language), to build up a repertoire of language learning strategies and strategy instruction that supports the processes when integrating language and content learning.

Strange Days: Creating Flexible Pedagogies for Technical Communication

The COVID-19 pandemic created major disruptions in technical communication classrooms everywhere. Although technical communication instructors are used to teaching in a variety of contexts and settings, adopting a flexible approach in the first place will allow them to be better prepared for the changing dynamics of an unpredictable world. The authors present an approach that constructs pedagogical scaffolding to emphasize outcomes, interactions, relationships, and projects. These interrelated aspects form a coherent vision that can support both pedagogical planning and real-time decision making in specific instructional situations.

Introspection into Indian School Education System

This article probes deeper into the Indian school education system and states that there is a deep rooted systemic flaws in the pedagogical planning and execution. It reviews and discuss on policy and regulatory changes or reforms needed in the existing system. An attempt is made to analyze our school education system and identify its challenges and thereby put forward possible building blocks for reviving our education system.