The potential impact of urban (re)development on the well-being of residents has been recognized in literature (Butcher & Dickens, 2016; Brummet and Reed, 2019), underscoring the need to critically examine one’s approach to studying the so called ‘urban peripheries’. This paper proposes the practice of mapping alternative city imaginaries, together with local partners, to promote inclusive and 'a more diverse and sustainable perspective on [city] prosperity' (Arbonés Aran, Petkova and Moodey, 2023).We present a case study of the living lab ‘Cities and Visitors’ (Amsterdam School of International Business) based in Amsterdam Southeast (Zuidoost). The study employs a mixed methods to capture and map 'alternative imaginaries' of 'urban peripheries' together with local partners, students, and inter-city collaborators. As urban developments continue to comply with technocratic systems and strategies (Pries, 2022), it becomes important to deepen our understanding, engagement, exploration, and preservation of city spaces, particularly in the so called urban ‘peripheries’ that are often subjected to the dynamics of de/reconstruction and rejuvenation brought by external actors.The paper also advocates for a reflective and ethical research methodology, as the participants engage in thoughtful and (self) reflective research practices. We see this as an intervention in the business curriculum, often criticized for producing 'neoliberal agents' (Orta, 2019), whereas students must also cultivate competences in 'sustainability' (UNESCO 2014, 2017). Embracing the perspectives of affect (Thrift, 2008) and standpoint theory (Harding, 2008), as well as critical counter-mapping with digital methods (Rogers, 2013), we intend to nurture the emotional intelligence and literacy in students, facilitating transformative pedagogies (Mezirov 1990; Maiese 2017).
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Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their relationships in a continuous process of gaining and exchanging experiences. This study used a psychosocial-physical, relational approach for exploring teachers’ and students’ experiences with six innovative PLEs in a higher educational institute, with the application of a psychosocial-physical relationship (PPR) framework. This framework, which brings together the multitude of PLE and PSLE aspects, was used to map and analyse teachers’ and students’ experiences that were gathered in focus group interviews. The PPR framework proved useful in analysing the results and comparing them with previous research. Previously-identified relationships were confirmed, clarified, and nuanced. The results underline the importance of the attunement of system aspects to pedagogical and spatial changes, and of a psychosocial-physical relational approach in designing and implementing new learning environments, including the involvement of actors in the discourse within and between the different system levels. Interventions can be less invasive, resistance to processes could be reduced, and innovative PLEs could be used more effectively.
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In this paper, I first discuss in some detail the current use of Learning Objects and show it to be wanting. Although their use, in principle, may offer much flexibility in creating content, in practice it will not, particularly since it does not support sufficient pedagogical flexibility. Then I offer an alternative view which, in my view, is indeed capable of fulfilling all the needs of customised learning, both the need for custom content and the need for custom pedagogies. I conclude by addressing some possible criticisms of my line of reasoning. This Chapter is a remake of Necessary Conditions for the Flexible Reuse of Educational Content.
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Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focussed on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorized according to a taxonomy of integration types synthesized from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support, and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.
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Most distributed and virtual online environments for and pedagogies of computer-supported collaborative learning (CSCL) neglect the social and social-emotional aspects underlying the group dynamics of learning and working in a CSCL group. These group dynamics often determine whether the group will develop into a well-performing team and whether a sound social space emerges. Using a theory-based CSCL framework, two studies evaluated whether two tools, Radar and Reflector, supported cognitive, social and socio-emotional aspects of team development, encouraging promotive interaction and group processing in the teams. While not affecting product quality, tool use did lead to groups who perceived their team as being better developed, as having higher levels of group satisfaction and lower levels of conflicts. The results support that promotive interaction and group processing was increased by using Radar and Reflector.
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Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET- tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured inter- views and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improve- ments were identified to further optimize the perceived usability, such as simplifying com- plex features, providing additional support and resources, and improving (data) presenta- tions. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain.
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In de huidige samenleving is het van belang om effectief en efficiënt digitale informatie te verzamelen, evalueren, verwerken, synthetiseren en delen.
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Inaugurele rede uitgesproken in verkorte vorm bij de aanvaarding van de positie van lector Meertaligheid en Geletterdheid aan de NHL Stenden Hogeschool. In deze rede gaat Joana Duarte dieper in op het thema meertaligheid in het onderwijs vanuit een sociolinguïstisch perspectief op het noorden van Nederland.
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Online supplements to Smit, E., Tuithof, H., Savelsbergh, E., & Béneker, T. (2023). Geography teachers’ pedagogical content knowledge: A systematic review. Journal of Geography. https://doi.org/10.1080/00221341.2023.2173796 Supplement 1: Extended information on selected studies Supplement 2: Full references of studies used in the review Supplement 3: Codebook Abstract: Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality teaching is widely recognized. However, an overview of research about geography teachers’ PCK is missing. To fill this gap, we conducted a systematic review. We analyzed 43 empirical studies, but only 9 used PCK as a framework. Most studies addressed instructional strategies or teaching orientations. The studies were too diverse to draw conclusions on geography teachers’ PCK in general. But portraits of 16 geography teachers emphasized the necessity of geographical knowledge and teaching experience for PCK-quality.
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Brains and gender, separately and in their interrelatedness, are hot items today in popular journals and academic literature. It is in particular the complexity of the interdependence of physical-, psychological-, and contextual-related developments of feminization in education that we focus on these contributions. We argue that a combination of recent findings of brain research and Marcia's psychological model of identity development in a “provocative pedagogy”—combining youngsters’ (boys and girls) need for exploration, console, and support—is a promising “stepped care” strategy for religious development of youngsters in a multicultural and multireligious context.
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