Narratives Of Pedagogical Development And Navigation Of Educational Contexts
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Narratives of Pedagogical Development and Navigation of Educational Contexts
Educators continually adapt and grow within the changing landscape of teaching and learning. As they respond to new challenges, ranging from policy reforms and technological shifts to diverse classroom dynamics, they craft personal and professional narratives that reflect their pedagogical approaches. These stories reveal how teachers make sense of their experiences, negotiate their roles, and strive to meet the needs of their students within complex educational settings. Understanding these journeys may offer valuable insights into the ways educators learn, reflect, and transform their practices. Narratives of Pedagogical Development and Navigation of Educational Contexts explores various stories of pedagogy and teaching as a process of growth and change. It presents an alternative to traditional views of teaching as a profession, examining the social and political forces impacting education and highlighting the realities of teaching amidst various social challenges and political issues. This book covers topics such as sociology, teacher training, and education policy and reform, and is a useful resource for educators, sociologists, policymakers, academicians, researchers, and scientists.
Didactics of Smart Pedagogy
The focus on smart education has become a new trend in the global educational field. Some countries have already developed smart education systems and there is increasing pressure coming from business and tech communities to continue this development. Simultaneously, there are only fragmented studies on the didactic aspects of technology usage. Thus, pedagogy as a science must engage in a new research direction—smart pedagogy. This book seeks to engage in a new research direction, that of smart pedagogy. It launches discussions on how to use all sorts of smart education solutions in the context of existing learning theories and on how to apply innovative solutions in order to reduce the marginalization of groups in educational contexts. It also explores transformations of pedagogical science, the role of the educator, applicable teaching methods, learning outcomes, and research and assessment of acquired knowledge in an effort to make the smart education process meaningful to a wide audience of international educators, researchers, and administrators working within and tangential to TEL.
Transformative L2 Teacher Education Innovations
Transformative L2 Teacher Education Innovations features empirical research studies informed by Vygotskian Sociocultural Theory (VSCT) that are explicitly and intentionally designed to transform second language (L2) teacher reasoning and thinking, as well as L2 teaching practices and pedagogical choices. With contributions from scholars and practicing teacher educators, each chapter highlights a designed innovative professional development experience that has created a “new” social situation of development with a clearly articulated “ideal” for L2 teachers to embrace and/or achieve. Each study articulates the rationale and unique design features of the innovation, the intentionality behind the choices made when designing and enacting the innovation, and the quality, character, and outcomes of the intervention for L2 teachers. Furthermore, each study documents the forms of mediation that are offered to support L2 teacher professional development, such as conceptual tools, goal-directed activities, and/or social relations/interactions. The book offers insight into the internal logic of VSCT-informed L2 Teacher Education and provides concrete examples of how L2 teacher educators can adopt a Vygotskian-informed pedagogical stance in their teacher education practices. The edited collection is especially applicable for scholars and teacher educators in language education, applied linguistics, TESOL, and bilingual education who engage with Vygotskian Sociocultural Theory.