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Teachers matter. They make a difference in the life of the individual and the society at large. Hence, their education and training has always been at the centre of any government's education policy. This paper focuses on teacher education in Albania. The narrative describes and analyzes the main milestones in teacher education during the four historical periods of Albania: the National Awakening, Independence, Totalitarianism and Post-totalitarianism. The main thrust of the paper is to examine how the historical, political and socio-cultural factors interrelate to influence on teacher education and pedagogy at certain points in time of Albania's history. The paper reveals the way the western educational ideas that emerged and evolved during the pre World War II period were suppressed during totalitarianism, but were reasserted when Albania transitioned to democracy. [ABSTRACT FROM AUTHOR]

In the most recent Teaching and Learning International Survey (TALIS2018) conducted by the Organisation for Economic Cooperation and Development (OECD), the percentage of Japanese teachers who taught critical thinking (CT) and professed self-efficacy in CT teaching was by far the lowest among participating economies (OECD, 2019). This research explores the emic or indigenous understanding of CT in Japanese education through in-depth qualitative interviews with 12 schoolteachers of diverse backgrounds. Japanese schoolteachers find the nuance of CT undesirable. Yet, a particular facet of CT, namely multidimensional-multiperspective thinking (MMT), is well-received since the national curriculum guidelines, which most participants find to be their teaching foundation, lay strong emphasis on MMT. Almost all participants agree that low socioeconomic-status (SES) schools have difficulty teaching CT/MMT. Furthermore, a hidden curriculum in Japanese schools, namely valuing empathy, also affects CT teaching. Being empathetic constitutes a core value in Japanese schooling, so participants find it impossible to practice CT without teaching empathy. The findings suggest that the curricular power, whether official or implicit, is forceful in Japan. Still, schoolteachers practise indigenous versions of CT teaching and manage to keep away from the power of the etic/global model of CT teaching. This paper concludes with practical implications for educators to reconcile the etic and emic understandings of CT teaching. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new 'Understand, Know, Do' structure for the curriculum has the potential to facilitate coherent design of teaching programmes and 'deep learning'. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed. [ABSTRACT FROM AUTHOR]

Racism has implicit and explicit manifestations that perpetuate disparities and negatively influence patient-centered health outcomes. Subsequently, a list of action items was provided to assist medical schools in becoming anti-racist institutions. A deep subject matter knowledge, beliefs, and reflections were a driving force for the management of medical schools or faculty members involved in undergraduate and postgraduate medical education to move forward toward inclusion of anti-racism in traditional medical curriculum or adapting existing training modules on diversity, equity, and inclusion. This paper proposes twelve practical and specific tips for implementing and teaching anti-racism in medical education. These twelve tips elaborate on the proposed actions for leaders in undergraduate and postgraduate medical education, valuable for designing future curricula and educational activities. [ABSTRACT FROM AUTHOR]

Recognising the changing landscape and financial costs, changes in the higher education sector continue to challenge the purpose and operations of universities, notably the shift towards student consumerism. Given this, what it means to be a student in contemporary higher education can evolve and would arguably have implications about the expectations of university students and staff for learning and teaching practice. To promote greater transparency of expectations, this paper develops the concept of the ideal student further with closer look into the spheres of influence that shape university students' construction of the ideal student. We draw on 23 focus groups with 105 university students to explore the key factors that contribute to how the ideal student is developed and recognised. Our findings indicate that students' construction of the ideal student is closely shaped by and rooted in their prior educational experiences, interaction with their peers and the curriculum, and perceptions of lecturers, institution and employer expectations. All these influences lead to a fluid and complex negotiation process as students navigate the meanings of being a university student. We conclude with practical implications for learning, teaching and curriculum development in higher education. The paper therefore provides a platform for key stakeholders to discuss different influencing factors as we support student transition and progression and manage their expectations of higher education. [ABSTRACT FROM AUTHOR]

The call to raise educational standards in the UK has a particular focus on the underachievement of pupils attending schools facing challenging socioeconomic circumstances. In 2017 the Education Policy Institute (UK) reported that the most disadvantaged pupils in England are on average over 2 years of learning behind non-disadvantaged pupils by the end of their secondary education. Contributing to this underachievement is the notion of 'poverty of expectation' with some teachers being unambitious in their teaching, failing to challenge their pupils to achieve at the highest levels. In primary science education this is exacerbated by the fact that non-specialist teachers commonly deliver the science curriculum. Lack of confidence and expertise in science can limit knowledge of teaching strategies and approaches required to engage and stretch pupils. The Hope Challenge Model for partnership brings together a university's Initial Teacher Education programme and urban primary schools facing challenging socio–economic circumstances. It aims to introduce trainee teachers to schools in a way that builds their confidence and nurtures more ambitious teaching for the future. This paper provides insights from an action research study designed to understand the processes and impact of the HCM (an action research cycle in itself) on primary science teaching. Early findings revealed how elements of the HCM approach support the goal of more ambitious science teaching in respect of trainees and importantly and how this rippled out to build the confidence and skills of more established school-based staff. [ABSTRACT FROM AUTHOR]

The Australian Curriculum: Health and Physical Education (Australian Curriculum, Assessment and Reporting Authority (2020a) requires all teachers to include Aboriginal and Torres Strait Islander peoples', culture and history where there is scope to meaningfully do so. However, there is a general absence in Australia and internationally of understanding culturally responsive pedagogy for those perspectives in teaching Physical Education (PE). This concept paper proposes an educational framework comprising Yunkaporta's (2009) 8 Ways Aboriginal Pedagogy and the Game Sense approach (GSA) (Australian Sports Commission [ASC], 1996). for games and sport teaching in PE to move towards a culturally responsive curriculum and pedagogy. We provide an empirical argument that curricula are instruments of colonisation and explain the creation of a cultural interface through games and sport as one approach for decolonising PE. We present an opportunity to 'close the gap' between Western and Aboriginal knowledge through the purposeful design of engagement in reconciliation, respect and recognition of continuous living Aboriginal cultures. We use the game Parndo (ASC, 2000) to illustrate an example of how Yunkaporta's (2009) framework and the GSA become a solution for closing our identified gap. By proposing a culturally responsive curriculum, we focus on the importance of identity for all people and how curricula must be relevant and meaningful for all Australians. Importantly, Yunkaporta's (2009) 8 Ways is a product of 'cultural interface', co-created through dialogue between Aboriginal and non-Aboriginal educators. Our findings, although not transferable to other settings, nonetheless have relevance to other countries where there is a similar move to decolonise PE curricula. [ABSTRACT FROM AUTHOR]

In this opening contribution to the Special Issue Cultural Studies and Education: A Dialogue of Disciplines?, Guest Editors Bill Green and Andrew Hickey survey the pedagogical and disciplinary intersections of Cultural Studies and Education. Positioning an account of Cultural Studies that draws attention (back) to Cultural Studies' founding pedagogical project, Green and Hickey note that Cultural Studies has always maintained a pedagogical imperative. Attention is given to how this concern for the pedagogical translates, now, across a range of educational settings, both formal and informal. The Editors cast a distinction between the pedagogical and educational, and from this basis argue that predominant accounts of Cultural Studies' educative purpose derive from the relationship that the field has maintained with formal and institutional sites of Education. The paper then moves to survey the contributions for this issue with attention given to the conceptual and theoretical connections that run through the collection. Highlighting that emphasis is given to Cultural Studies' attendant practices and intellectual foundations, the Editors identify how Education and Cultural Studies might continue to engage in dialogue and how common intellectual threads that generate critically motivated scholarly practices might (continue to) recognize the implications of the conjuncture. [ABSTRACT FROM AUTHOR]

Physical education is expected to play a significant role in developing pupils' health. This is the case in Scotland, where physical education is located in a prioritised cross-curricular area of Health and Wellbeing (HWB). However, there is a lack of evidence on the extent to which physical education contributes to pupils' HWB under the new curriculum. Given that there is a growing interest in exploring how teachers enact pedagogies as a response to mental health issues, this study seeks to examine the practices of teachers who identify as being committed to pedagogies of affect within a sample of Scottish secondary schools. The purpose of this study was to report how pupils and teachers talk about the contribution of physical education to pupils' HWB, with a particular focus on the affective domain. The study on which this paper is based used qualitative methods within a grounded theory approach. Six physical education teachers who were from four different secondary schools participated in semi-structured interviews. Pupils were selected by the teachers and participated in focus group interviews. We outlined two main themes: (1) teachers' and pupils' practices in building confidence in pupils, which was exclusive to the female pupils and teachers; (2) teachers' concerns with building relationships with pupils. A notable finding was that teachers who had an explicit and direct intention for affective learning among their pupils sought to build a trusting relationship with pupils as a basic concern to implement teaching for affective learning, rather than the need for an emphasis on lesson contents and specific teaching approaches. This study could be a valuable resource for teacher professional learning as the findings referred to teachers' regular practices and their knowledge of the curriculum, especially for those who recognise a need to enact pedagogies of affect. [ABSTRACT FROM AUTHOR]

Citizenship education has been a feature of the school curricula in many western democracies since the 1990s. Consequently, there is a proliferation of research which explores its efficacy in instilling political literacy and encouraging democratic engagement amongst pupils. Less is known however about how citizenship is taught in societies emerging from conflicts which are [at least in part] motivated by competing narratives around citizenship. This paper examines this issue within the context of Northern Ireland. Drawing on qualitative interviews with 18 post-primary citizenship teachers, it argues that whilst the curricular text for citizenship education has encouraged teachers to discuss 'the past' in Northern Ireland only a minority of teachers do so. The paper suggests that teachers are constrained in their attempts to explore the past by a complex interplay of factors including cultural norms of avoidance and their interpretation of the current socio-political context. The paper argues that it cannot be assumed that teachers themselves possess the critical capacities that they are expected to nurture in pupils, yet, where efforts are made to harness teachers' critical skills, they are more likely to display the confidence and skill to discuss contentious issues related to the past. [ABSTRACT FROM AUTHOR]

As study abroad opportunities increase, so too are international teaching exchanges. This article describes the collaborative teaching experience of a course which was jointly developed and offered for Bachelors and Masters level social work students. The course aimed to explore the integration of Eastern and Western cultural understandings and approaches to promote health and wellbeing by examining the mind, body, and spiritual connections and exploring the integration of strategies for health and mental health systems. This paper outlines the process involved in developing and delivering a course which complies with both the curriculum standards of two institutions, and the professional accreditation standards by CSWE across international contexts. Evaluation of the student work through the use of a rigorous qualitative methodological approach demonstrates that the course was useful for the participants and at the same time, the experience was valuable for the authors. The student work reflected two central themes: First is a growing appreciation for the importance of a cultural humility perspective with special attention to an international perspective. Second, directly related to the course content which focused on the integration of Eastern and Western approaches to addressing mental health challenges as a social worker. [ABSTRACT FROM AUTHOR]

This paper attempts to move beyond a critique of historically dominant ways of thinking about teaching and learning relationships to offer a conceptualization of relational pedagogy from a theological perspective. It offers commentary on the potential of relational pedagogy for Christian faith-based schools informed by the scholarship of German theologian Karl Rahner and the dialectical child psychotherapy of D. W. (Donald) Winnicott. An argument for a theological-relational pedagogy is outlined, followed by discussion of three features linking Rahner, Winnicott, and relational pedagogy: realizing our human-ness through relationships with others; the role of a dialectical unity between self and other; and the mystery of human subjectivity. The paper concludes by signalling some of the implications for faith-based curriculum and pedagogy arising from our argument, centred on the emergence of a new theology of childhood. [ABSTRACT FROM AUTHOR]

This paper reports on an undergraduate project, Making:Archives — Narrative Artefact, as an exemplar of collaborative good practice, expanding on its case study in the National Archives and History UK's Guide to Collaboration for Archive and Higher Education. The paper examines the expected and unexpected impacts of the Making:Archives collaborative project for the stakeholders involved: the Institution, the Archive Service, its depositors, and in particular the students. Students have both struggled and excelled in the project, with the most engaged developing a range of creative and transferrable skills that have been repurposed in the creation of work beyond Making:Archives. The paper also reflects on the challenges faced, and numerous opportunities presented, during the co-creation, delivery and evaluation of the project, drawing extensive data gathered from student participants. The project is presented in the context of relevant literature from both the textile education, industry, and archive sectors. [ABSTRACT FROM AUTHOR]

The intent of this article is to explore the scholarly influence of Philip W. Jackson through examining the spread of his scholarship and the ideas he generated. The research design of this paper is borrowed from a previous study (Ben-Peretz & Craig, 2018) about another distinguished curriculum scholar, Joseph J. Schwab. The work begins with a biography of Philip Jackson and continues with literature reviews on the history of ideas and the use of knowledge in education. This background is followed by a description of the study's research method, 'inquiry into inquiry', and its data sources (Scopus-listed articles, published books/Google citations, invited addresses, transcribed interviews, conference proceedings, invited addresses, etc.) The papers' findings focus on (1) the influence of Jackson's ideas and approaches, (2) Jackson's direct impact through involvement in projects/organizations, and (3) Jackson's impact on the scholarly literature. Discussions of generative scholarship, intergenerational legacy and scholarly influence conclude the article, along with the recommendation that the 'inquiry into inquiry' approach be re-enacted with other noteworthy curriculum figures to more fully understand the influence of ideas and research dissemination in curriculum and instruction/teaching and teacher education. [ABSTRACT FROM AUTHOR]

Engineering education has traditionally focused on the development of technical skills and knowledge. Nowadays, the need for educating engineers in non-technical skills, such as reflective thinking, is being recognised internationally. This paper proposes that socio-cultural impacts of technology be studied together with the technology itself through the integration of social awareness modules into advanced technical courses, providing a venue for students to exercise their reflective thinking skills in the context of technologies that are of interest to them. The paper presents an exploratory study of the essays of senior year engineering students on the socio-cultural impacts of computer vision technologies. It provides insights on the themes that are of interest to the students and on the students' strengths and weaknesses relating to their reflective thinking abilities. Similar modules would apply well to other advanced courses in the engineering curriculum, to help contextualise technology and enhance the reflective abilities of engineering graduates. [ABSTRACT FROM AUTHOR]

Approximately threefold increases in older age population groups (+65 years) are projected in the next 15 years. Demographic changes in society will mean greater numbers of older adults in proportion to the younger generation. In the current policy on older age groups, emphasis is placed on healthy aging warranting a multidisciplinary workforce to work with older people. Despite this need and increased demand in the aged care sector, a fewer social work students are willing to undertake aged care placements or to choose it as a career option. An innovative teaching and learning pedagogy was used in designing the course curriculum titled 'Social Work with Older People', including the input of invited specialist guest speakers, an on-campus interactive workshop with older guests, and an assessment designed to evaluate the learning related to the workshop content. The paper reports changes in the attitudes of students studying gerontological social work after the course delivery, evaluated through an online survey with the purpose of improving the learning outcomes in the course and to gauge students' interest, experiences, attitudes and motivation to work in the aged care sector. The paper contributes to building knowledge in addressing the needs of the changing social demographic. [ABSTRACT FROM AUTHOR]

As a case study on the presence (or absence) of environmental education in history textbooks, this paper examines how Singapore's nationally mandated secondary school history curriculum portrays the relationship between humans and the nonhuman environment. It analyzes all seven government-authored lower-secondary-level history textbooks, published between 1984 and 2015. The results show that history textbooks largely and consistently portray humans in Singapore as isolated from, rather than depending on and entangled with, the environment. We describe and analyze two trends. First, narratives about the nonhuman environment are largely relegated to Singapore's past and disappear almost entirely as textbook narratives approach the present. Second, history narratives represent narrowly utilitarian, negativistic, and dominionistic perspectives of thinking about and relating to the nonhuman environment. We contextualize these results and discuss the implications of teaching such narrow and misleading conceptions of human–environment interactions in official history education. [ABSTRACT FROM AUTHOR]

Informationists and nurse educators launched a pilot program that integrates a Sectra Virtual Dissection Table into a Critical Care Nurse Residency Program (CCNRP) curriculum. CCNRP is a mandatory education program for novice, critical care registered nurses at the University of Cincinnati Medical Center (UCMC). After nurses complete the seven-week course, they take a post-course survey. This survey measures satisfaction with the virtual dissection table and resident perception of anatomical knowledge gained. In total, 106 nurses have utilized and evaluated the Sectra Table. This paper will discuss Sectra Table education within the CCNRP and lessons learned from the post-course survey. [ABSTRACT FROM AUTHOR]

In this paper, the author considers the contribution of creativity to pastoral care in education. Since its advent in English schools in the early 1970s, pastoral care has placed the affective realm and individual enrichment centre stage in both its curriculum aims and teaching approaches. These principles have, however, had much to contend with over the past 50 years; from the obtrusive effects of state intervention in schools, to the challenges confronting young people growing up in increasingly complex societies. For many teachers and practitioners, engaging young people in creative pursuits has come to be regarded as a necessary counterpoint to increasingly performative school cultures and an essential means to enabling vibrant forms of positive self-expression. The power of creative activities has received new impetus as a pastoral concern in light of two national trends. The first as creative arts provision in the curriculum in English state secondary schools declines as a consequence of Government qualification reforms, and second as an increasing number of young people are referred to Alternative Educational Provision with mental health issues. As a consequence, many pastoral educators have turned or, indeed, returned to creativity and creative practices as a primary means of supporting and enriching the lives of young people, particularly for those who now struggle in contemporary school environments. In light of these developments and drawing on research and practice in the field of creativity and pastoral care, this paper aims to cast further light on creativity in pastoral education. [ABSTRACT FROM AUTHOR]

Writing practices are seen to be essential for professional engineers, yet many engineering students and academics struggle with written communication, despite years of interventions to improve student writing. Much has been written about the importance of getting engineering students to write, but there has been a little investigation of engineering academics' perceptions of writing practices in the curriculum, and the extent to which these practices are visible to their students and to the academics. This paper draws on research from an ongoing study into the invisibility of writing practices in the engineering curriculum using a practice architectures lens. The paper uses examples from the sites of practice of two participants in the study to argue that prevailing practices in engineering education constrain more than enable the development and practice of writing in the engineering curriculum. [ABSTRACT FROM AUTHOR]

Drawing on Bernstein's concept of recontextualization, this paper explores how mid-level actors interpret and translate curriculum policies in the context of growing concerns about the performance and accountability of education systems. Little is known about the work of recontextualization agents responsible for the professional development, support and control of teachers, uniquely positioned at the interface of policy and practice, and comparative perspectives are even scarcer. Based on empirical research in France and Canada (Quebec), this paper examines the work of pedagogic advisors and inspectors intervening at lower secondary school level. Data are drawn from interviews (n = 24) conducted in three mid-level school authorities. Our comparative analysis brings to the fore specific forms of recontextualization in each education system. In particular it shows important variations in the use of knowledge based on experience and observation and decontextualized knowledge drawing on research and statistical data. Agents also elaborate different discursive strategies projecting contrasting models of teaching. In both contexts, but to varying degrees, the rise of data and 'evidence' is reshaping the missions of mid-level actors, potentially eroding professional discretion and expertise. [ABSTRACT FROM AUTHOR]

'Representing Race and Gender' was the first course in the undergraduate curriculum of the Department of Gender and Cultural Studies at the University of Sydney to foreground race. This paper provides a critical reflection of our embodied and affective experiences teaching this course as women of different racial and cultural backgrounds (Korean American and Anglo Australian). We draw on feminist pedagogies to illuminate the strategic ways we have performed our own intersectional identities in lecture and tutorial spaces. In particular we focus on the different ways we have approached and taught material on whiteness and white privilege and how students of various backgrounds have responded to the same material when it is taught by a white or non-white lecturer. Through this discussion, we think through how 'Representing Race and Gender' functions as a space where pedagogical decisions and approaches are inextricably linked to our goal of developing students' capacities for engaging with racial difference and racism in critically conscious ways that extend beyond the classroom. [ABSTRACT FROM AUTHOR]

One approach to enhancing the pedagogy of science education is to employ academics who are not only science-trained but also engaged in education research. As some academics begin their Scholarship of Teaching and Learning research careers with a pure science background, shifting in disciplinary perspectives can be a source of professional tension. The pedagogic frailty model provides a framework that helps us to integrate institutional efforts to enhance teaching improvements by maintaining a simultaneous focus on critical areas that are thought to impede academic development. This paper draws attention to the importance of disciplinary crossover by uncovering and comparing academics' teaching perspectives, views and beliefs from three disciplines: natural science (chemistry), social science (education) and science education. Through a case study design using the pedagogic frailty model and concept map-mediated interviews as a tool, three academics engaged in a non-linear discourse in which their conceptions could be visualised and analysed. Analysis of the case study interviews indicated that the academics' conceptions of teaching were highly individualised. The discourse surrounding the curriculum, and the embeddedness of and connection between pedagogy and discipline, were both subject-sensitive and influenced by professional backgrounds and research areas. On the other hand, because they operated under the same institutional values and regulations, we found a considerable overlap in terms of how the academics perceived the tensions between research and teaching and academic leadership. By comparing three academics who were at a different stage in the journey from disciplinary experts (chemistry) to teaching expert (education), we were able to uncover and understand more about the ways that the teaching environment impacted upon their practices. The science educator shared aspects of the other two perspectives, which suggests that his profile was a transitory state in comparison with the chemist and the educationist. The findings provide a glimpse of the distinctive nature of the values that underpin teaching and offer insights that can be used to promote dialogue about quality enhancement in science education. [ABSTRACT FROM AUTHOR]

This paper focuses on the tensions and paradoxes in teaching. At present time, teacher education has the obligation to prepare teachers for diverse student populations, living in a highly varied context. This situation creates several competing expectations of the meaning of teacher education. For instance, preparing for professional autonomy in a world of externally imposed educational policy. The tension between achieving immediate results and success in external exams versus the need to prepare students in an era of migration and growing multiculturalism in school contexts is addressed. It is argued that a common knowledge base is a necessary response to growing multiculturalism while simultaneously leaving space in the curriculum for multicultural aspects of the student population. These double requirements have implications for teacher education which are discussed in the last section of the paper. [ABSTRACT FROM PUBLISHER]

Given the increased interest in character education across the world, educators are seeking guidance for their practice. This paper seeks to add to the evidence base about if and how character can be taught by discussing the results of a pilot evaluation (n=527) of a curriculum intervention designed to enhance two components of character: virtue perception and virtue reasoning. After the intervention, the participants had improved virtue perception and reasoning scores compared to the control group. Further, female students scored higher in the pilot than their male counterparts. The results demonstrate how educating these components of character might be possible, providing evidence for a debate that goes back to Aristotle and today is keenly debated in academic, policy and practice circles. The findings are significant as they provide evidence as to how character might be taught through and within the programmes of study of existing curriculum subjects. [ABSTRACT FROM AUTHOR]

Adventurous activities are established as an integral aspect of The National Curriculum for 5–16-year-olds. Securing a place in the curriculum provides adventurous activities with an unparalleled opportunity to reach more pupils than any other form of delivery during these formative years. However, little consideration has been given to adventurous activities as curriculum pedagogy in recent years. This paper refers to an alternative models-based approach to teaching and learning that presents adventurous activities with the best opportunity to fully realise the specific contribution it makes to young people's physical education learning. Secondly, it considers key challenges a models-based approach to adventurous activities might present for schools and teachers and suggests ways to build a rigorous evidence base to underpin its continued inclusion as an essential component of physical education. [ABSTRACT FROM AUTHOR]

Reflecting on a previous article, I evaluate changes encountered around teaching sexuality over the past 22 years in different geo-political settings. This article examines the ways in which my teaching practices, as an academic committed to equality, have developed in relation to different academic and political contexts. This personal pathway through learning and teaching work linked to sexuality has been, and still is, embedded within social, and feminist geography modules based on a political focus on social justice and injustice. I worked in two UK universities during the time when the Civil Partnership Act 2004 was enacted but left the UK prior to the Equality Act of 2010 and the Marriage (same sex couples) Act of 2013. I now teach in Singapore where Penal Code 377A still exists. This British colonial code criminalizes sex between consenting adult men in private or in public. This paper discusses my commitment to integrate sexuality into the curriculum and analyses the ways in which styles of delivery, content and engagement between and with students has varied across what I define as two 'eras of teaching geographies of sexuality/sexualities'. [ABSTRACT FROM AUTHOR]

The goal of this self-study is to share the process of a first-year, White, middle-class, female teacher adopting a pedagogy and writing curriculum that speaks to the lived realities of her Mexican American students. This paper argues how testimonio as curriculum and pedagogy advises critical pedagogy and calls to challenge the present definitions of power and literacy in traditional secondary English Language Arts classrooms. Data from classroom curriculum are paralleled to practitioner notes and student work to show that students respond to this curriculum and pedagogy, which together create a classroom space where discussions of society as students experience it are welcomed. [ABSTRACT FROM AUTHOR]

I draw on over a decade of experience teaching two required mixed methods geography field courses at my university. I reflect on teaching field-based courses in a digital age when a large proportion of our students have no intention of either using mixed methods or even doing fieldwork. Yet, my department passionately defends the fieldwork tradition in geography, and continues to require these classes much to the dismay of our students. This paper explores why we continue to require such field classes, especially when students increasingly do not want them. Furthermore, I discuss why we should promote mixed methods when deeply entrenched qualitative vs. quantitative research camps persist and remain in our field. I also explore "The Good, the Bad, and the Ugly" of teaching mixed methods and taking students to the field, all while arguing that doing fieldwork is a place to find one's "Zen." [ABSTRACT FROM AUTHOR]

Faculty are key to bringing about 'bottom-up' change for sustainability education. Yet, research is still needed on the backgrounds and experiences of change agents in universities and the challenges they face. This study focuses on the marketing discipline, a field fraught with epistemological tensions in seeking to integrate sustainability, mainly revolving around profit maximisation and continuous consumption while living on a planet with finite resources. Semi-structured interviews were conducted with sustainability marketing academics in Australasia, Europe and North America. The contribution of this paper lies in the development of a sustainability educator typology linking why and how integration occurs. The sustainability 'transformer' wishes to engage in transformational learning, changing student mindsets, the 'thinker' wants to encourage critical thinking to bring about the discussion of worldviews, while the 'actioner' hopes 'learning by doing' (community projects) will provide an appreciation for sustainability. We discuss implications for those disciplines which struggle with philosophical tensions and colleague resistance to the integration of sustainability in the form of suggestions for professional development (i.e. creation of positive nature experiences) and pedagogical approaches (critical, transformative and community-service learning). [ABSTRACT FROM AUTHOR]

This study investigated teachers' reported practices of teaching culture in English as a Foreign Language (EFL) classrooms from the perspective of their approaches to student diversity. Specifically, it examined the relationship between teachers' orientations towards the cultural elements integrated in curriculum materials and their approaches to teaching cultural content in the context of linguistic, cultural, and religious diversity of Israeli schools. Interview data from three teacher groups – majority, minority and immigrant – obtained through open-ended questions, critical incidents and vignettes were interpreted through the lens of DOPA (Diversity in Organisations: Perceptions and Approaches) model. Thematic analysis yielded four distinct teacher profiles as related to teachers' approaches to student diversity, their curriculum orientations and subsequent use of the curriculum materials. The emergent profiles are discussed with regard to the ways of coping with diverse student populations developed by teachers in each group and reflected in adopted teaching practices. [ABSTRACT FROM AUTHOR]

How can universities ensure that strategic aims to integrate research and teaching through engaging students in research-based experiences be effectively realised within institutions? This paper reports on the findings of a qualitative study exploring academics’ perceptions of the challenges and barriers to implementing undergraduate research. Academics were asked about perceived constraints and enablements, how they defined undergraduate research, the forms of undergraduate research used, and they were encouraged to provide examples. Perceived constraints included particular institutional policies and structures, academics’ mindsets and lack of skills and questions of time and money. It was found that different definitions of undergraduate research lead to different practices and varying opportunities for further development. This paper presents different forms of engagement in undergraduate research allied to these different definitions and it draws on interviewees’ ideas about what has been enabling in their context to suggest possible strategies for institutions to move forward. [ABSTRACT FROM AUTHOR]

Background: New curriculum developments present opportunities for established thinking and practice in physical education to be reaffirmed or challenged in government, professional and institutional arenas. The introduction of a new official text for the Victorian Certificate of Education Physical Education [VCEPE] in 2011 provided a prompt for renewed debate about the ways in which ‘multiple ways of knowing' could prospectively find expression in senior secondary physical education. Previous analysis of the new VCEPE official text and associated assessment requirements led to a prediction that a theoretical–practical binary may well be reaffirmed amidst implementation of the new course in schools, such that senior secondary physical education (SSPE) in Victorian schools may remain an essentially propositional/theoretical subject. Purpose: This paper reports on research that has pursued this prediction and specifically explored the expression of Arnold's three dimensions of education in, through and about movement, in teachers’ interpretation and enactment of the new VCEPE Study Design. The research sought to pursue the potential for originality and creativity in SSPE amidst the introduction of a new official curriculum text, examine factors facilitating or limiting this and document the ‘pedagogic realities’ of SSPE in Victorian schools. Methodology: The study used a case study approach, involving two government and two independent secondary schools in Victoria, Australia. Data gathered from teacher interviews, classroom observations and documentary sources in 2012–2013 are reported. Analysis pursued internal and external factors framing the curriculum and pedagogical practices prominent in enactment of the new course in the case study schools, and the individual and collective representation of Arnold's three dimensions of movement in the schools’ curriculum and teachers’ pedagogical practices. Findings: The findings reveal complexities and tensions associated with the representation of new curriculum policy in school curriculum and teachers’ pedagogic practices. Attention is drawn to ways in which the interplay between official texts, accompanying assessment requirements, other professional texts and the wider educational context variously shape the ‘pedagogic realities’ of the VCEPE in practice. The discussion explains how this interplay influences (and limits) the expression of Arnold's dimensions in VCEPE. Implications: This paper reaffirms previous work in SSPE that has highlighted the need for conceptual coherence between curriculum texts and assessment frameworks. This research directs attention to opportunities for development of curriculum, pedagogy and assessment, through both official and professional channels, in ways that facilitate teachers’ professional learning about the potential expression of Arnold's dimensions in VCEPE. It also calls for curriculum authorities, professional learning associations and teacher education institutions to work more coherently to be at the fore of thinking about pedagogic possibilities in senior secondary physical education. [ABSTRACT FROM PUBLISHER]

Background: Sustainable development, as an area of knowledge, appears in several different places in the curriculum and does not fit neatly within the scope of traditional subject areas. In many countries, including Sweden, it has long been upheld as an important tool for increasing understanding of, and dealing with, environmental problems. It is not clear, however, what role education can actually have in the making of a more sustainable future. Even though there are several potential ways for sustainable development to be involved in education, the concept raises many questions when transferred to the school context. Purpose: This paper investigates how teachers deal with the difficulty of defining and approaching sustainable development as an area of knowledge in Swedish schools. Sample: This article is based on semi-structured interviews with 40 teachers, 13 of whom were lower secondary school teachers (pupil age 12-15) and 27 were upper secondary school teachers (pupil age 15-18). The study involves teachers in all subjects where sustainable development is a goal in the syllabus. The study is also based on participant observation in one upper secondary class. A total of 17 different schools were involved, from a wide range of locations in Sweden. Design and methods: The paper builds on qualitative data and the analysis of transcribed interviews and group interviews with teachers in Swedish lower and upper secondary schools. Group interviews, involving three or more people, were conducted on eight occasions. The pupils at an upper secondary school were also observed while they were working on a course called 'policy and sustainable development'. Data were transcribed and analysed thematically. Findings: The analysis suggests that, according to the teachers' experiences, the demands of equivalence and measurability in school have increased and that this affects how sustainable development is approached in teaching and learning. Three main categories of knowledge were identified. The study also presents two representations that model how teachers may approach knowledge about sustainable development - metaphorically termed 'the Accountant' and 'the Adventurer' - and their different effects on knowledge. Conclusions: There is a tendency for complex knowledge areas such as sustainable development, which do not fit seamlessly into traditional curriculum subjects, to become oversimplified when translated into teaching situations. According to the representations that we described metaphorically, the teacher, as an accountant, is characterised by 'knowledge instrumentalism', which means that teachers administer knowledge and the pupils consume it. In this transactional model, the accountant is also very dependent on external governance and control. Alternatively, the teacher, as an adventurer, is characterised by authority, knowledge and self-control. In this model, knowledge sometimes grows in an unpredictable way in the meeting between people who share common experiences. For adventurers, sustainable development is a matter of commitment and awareness, and it involves an explicit stance. The metaphors can be placed on a continuum which describes how teachers manage the demands of the school system in relation to the knowledge area of sustainable development. [ABSTRACT FROM AUTHOR]

With a growing concern for the environment and social responsibility, the definition of apparel quality has changed radically over the last decade from the traditional product efficacy-based quality to the quality encompassing every process that is involved in the production and the consumption of a product, including social and environmental responsibility. To address this change in the apparel quality analysis (AQA) course, the author transformed the AQA course by (a) incorporating sustainability issues within the entire AQA course curriculum and (b) developing materials and resources for apparel quality learning exercises. This paper proposes a framework for teaching an AQA course that integrates sustainability and discusses how the 'mainstream' approach to integrate sustainability into the course curriculum can aid in better delivery of an AQA course. The pre- and post-course survey indicates the significant, positive changes in students' view of apparel quality as well as their attitudes and behavioural intentions. [ABSTRACT FROM AUTHOR]

There is a growing body of literature exploring the benefits and challenges of co-teaching in higher education. However, there has been little focus on co-teaching from a doctoral student perspective. Drawing on our experiences co-teaching at a large, research-intensive university in Canada, this paper discusses the steps taken to co-design, co-facilitate, and co-assess a graduate level course. We recommend that co-teaching be further explored and implemented in higher education, particularly in doctoral programs, as it provides opportunities to expand personal teaching styles, develop diversified curriculum, build confidence, and take greater risks in the classroom—all of which benefit educators and students alike. [ABSTRACT FROM AUTHOR]

Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca’s [(2013). “Toward an Interdisciplinary Framework for Educational Inclusivity.” Canadian Journal of Education 36 (1): 305-348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is employed as a basis for critical analysis of current practice and for thinking afresh about inclusive practice in physical education in relation to curriculum, pedagogy and assessment. Analysis informs the presentation of a set of principles that are designed to assist teachers and teacher educators to transform inclusive practice in physical education and in doing so, realise visions for physical education that are articulated in international policy guidelines and contemporary curriculum developments. [ABSTRACT FROM AUTHOR]

This paper highlights the similarities and differences of seven nature kindergarten programmes in Australia and New Zealand. The study targeted three programmes from New Zealand and four from Australia. Participant observations and semi-structured interviews were used to build a profile of each site. The profiles were compared on factors such as philosophical influences, curriculum design, site location, safety requirements and programme activity. In many ways, the programmes were quite similar, and this was attributed to synergies between the respective curriculum frameworks and the influence of the European Forest School movement. There were, however, some unique features at each site and differences attributed to national perspectives. It is anticipated that the profiling of philosophical and logistical dimensions of nature programmes implemented in exemplar settings can help to inspire other early childhood educators and encourage them to reposition nature pedagogy as part of their own early childhood programmes. [ABSTRACT FROM AUTHOR]

This paper investigates the commercialisation of Social and Emotional Learning (SEL) in Australian schools. Specifically, it focuses on understanding why teachers value commercial resources, and how they enact these in their classrooms. Theorising around teacher agency suggests teachers are now choosing to use a range of commercial resources and view these as important additions to their pedagogical toolbox. Teachers want high quality resources, and they prefer resources that are easy to import, scaffold and modify according to their specific needs. Teachers did not readily see the benefit of a prescriptive SEL program. Instead, they wanted multiple resources that they could pick and choose the best bits from. Our data suggests that teachers are not being seduced by commercialisation and the ‘easy fix’ it promises, but are in fact presenting as agentic professionals who care deeply about students’ social and emotional wellbeing and are working to tailor bespoke learning experiences to meet the needs of their students within their specific school contexts. We argue that it is worth nuancing the critique about commercialisation offered in the literature to date, and suggest that commercialisation is not inherently bad, rather it is the ‘intensity’ of commercialisation that needs to be regulated and further investigated. [ABSTRACT FROM AUTHOR]

This article examines the Jordanian lower-primary national curriculum and its propensity for student-centred teaching and learning. It draws upon Basil Bernstein’s sociological theory of pedagogic codes to analyse the curriculum model and the advocated pedagogical approach within official curriculum documents, textbooks and teacher guides. Although the research conducted confirms the aspirations of the national curriculum for the adoption of student-centred pedagogies, analysis of the selected texts reveals mixed messages where in some areas the curriculum exemplifies an integrated code and in others a collection code. The messages about classroom framing are also found to be contradictory. The paper argues that if Jordan is to fulfil its stated aspirations to embrace more progressive pedagogies, a full review of the curriculum is needed to ensure its classification and framing cohere better with a student-centred approach. [ABSTRACT FROM AUTHOR]

This paper focuses on teacher education in the English further education sector, where the teaching of disciplinary and pedagogic knowledge is an issue. Using research findings, the paper advocates an approach based on collaboration and informed research to emphasize and integrate knowledge(s) in situated teaching contexts despite working in a climate of competition as advocated by the current neo-liberal government. [ABSTRACT FROM PUBLISHER]

Due to the media, many students enter undergraduate Criminal Justice programs with biased and/or entertainment-based perceptions about justice generally, and the Criminal Justice system in particular. As a result, many instructors may be compelled to do regular “myth busting” in order to instill a more realistic understanding of Criminal Justice. However, these “myths” hold potential as learning tools in a specific course that confronts and deconstructs them head on. The current paper is about the use of popular media (specifically produced films) as the primary focus of a Criminal Justice course. While such courses tend to be very popular with students, and are potentially very useful in a comprehensive curriculum, there are many considerations when implementing them effectively. Using both student and faculty perspectives, we present the major concerns that need to be considered and addressed when implementing courses that focus solely on Criminal Justice within the popular media. [ABSTRACT FROM AUTHOR]

Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used to delineate the complexity of issues when teachers attempt to move beyond disciplinary-based teaching approaches. We examine curriculum documents, advice for teachers on curriculum implementation, preservice teachers’ experiences in schools during Professional Experiences and national guidelines for Professional Experience. Through these data, a broad picture emerges of influences on  integrating curricula in classrooms. Opportunities to integrate curriculum incorporating twenty-first century pedagogies were limited by pressures on teachers with preservice teachers rarely exposed to authentic integration. Teachers’ professional standing requires clear guidelines, which allow them to pursue important twenty-first century content and skills , for young citizens and this must begin in preservice education. [ABSTRACT FROM PUBLISHER]

Pedagogy should be understood as transformative practice, and yet in many cases the neoliberalization and patriarchal structure of higher education institutions can stifle teachers and students. Tourism has been promoted as a vehicle for female empowerment, yet here it is suggested that in order for this to happen, gender must not only be taught in tourism classrooms, but it must be taught adopting a feminist approach. The motivation for this paper is to explore how power dynamics intersect and relate to teaching gender in the tourism classroom in order to highlight potential barriers to gendering the curriculum. Reflexively engaging with my own practice I highlight potential future strategies for academicians. [ABSTRACT FROM AUTHOR]

This paper emphasizes the importance of developing pedagogical and didactic competencies of graduate students of teachers’ education, and certain problems they encountered in acquiring those competencies in the Croatian environment. The goal of the research was to examine the students’ (future teachers') assessments of the capability to work with children and their parents, assessment of possessing pedagogical–didactic competencies acquired in school, but also to emphasize the possibility of cooperation between teacher training institutions with institutions, and organizations engaged in informal forms of education. During research, the triangulation was used to approach the issue as objectively as possible. The survey, interviews of future teachers (N = 70) who volunteer teaching children (6–10 years), and analysed of lesson plans analyses (N = 180) which students and volunteers used as templates for teaching were used. Results showed that students have not sufficiently developed pedagogical–didactic competencies which, among others, resulted in fear of “entering” the classroom and insufficient willingness to work with special needs students. [ABSTRACT FROM PUBLISHER]

This paper chronicles the experience of academic staff in developing a course to enhance the critical thinking skills of environmental management undergraduates. We outline our considerations and process for course development, discuss insights from course evaluations, and reflect on the challenges encountered. We believe these perspectives will be useful for others who are developing critical thinking skills curricula, especially first year courses. Aspects of the course design which were considered particularly effective were the use of scaffolded assessment, the application of threshold concepts, and well-structured collaborative learning activities paired with quality tutors. The key learning for the authors from the evaluation of the course was that while the tools and strategies developed were very useful, interweaving these tools into year 2 and 3 courses would help students see the ongoing value of critical thinking in their work. [ABSTRACT FROM PUBLISHER]

The twenty-first century higher education sector has come a long way after undergoing continuous metamorphosis from pedagogy to andragogy. Most of the educational approaches adopted in medical schools are directed towards developing more of competencies and less of capability, which is the ability to use competencies in novel contexts. Competencies alone are not sufficient to thrive in the present day work place as medical profession subsumes complex contexts; it is in this scenario that, medical educators are entrusted with the challenging task of developing “capable learners”. In the heutagogical approach, learners are required to decide upon what to learn and how to learn and therefore the control of the learning process is on the learner and the role of the teacher becomes that of a navigator. This paper highlights the current higher educational practices based on heutagogy, considers its application in the context of Problem-based learning and also discusses a few challenges in incorporating this approach in the existing undergraduate medical curriculum. The article proposes the use of social media in order to support learner autonomy, which in turn improves learners’ cognitive engagement with content and tasks, thereby assisting the development of attributes associated with capability. [ABSTRACT FROM PUBLISHER]

This paper analyses some contemporary educational contexts that teachers should consider for their puberty education programmes and/or curricula, for primary and secondary school students. The educational contexts addressed here include significant international puberty education framework documents, socio-biological factors including earlier puberty and a developmental approach, demographic and technological factors, and school factors including what students want from such education, and its professional teaching standards. Teachers and course designers may use these educational contexts to guide their planning, accommodate students’ needs and motivation, identify goals, processes and solutions, and respond to international policy directions encapsulating the accelerated change that is the spirit of the age. [ABSTRACT FROM PUBLISHER]

Work-integrated learning (WIL) courses can be more time consuming and resource intensive to design, teach, administer and support than classroom-based courses, as they generally require different curricula and pedagogical approaches as well as additional administrative and pastoral responsibilities. Workload and resourcing issues are reported as key challenges to the implementation of WIL, but most of the evidence to date is anecdotal. Accurately quantifying workload associated with WIL is difficult, because teaching and administrative roles can be so interconnected. To address this gap in the literature and inform institutional practice, a study was initiated at an Australian university to collect empirical data on the type and amount of work involved in delivering WIL courses. This paper describes the process of survey development, including literature review, extensive consultation phase and pilot study, all of which had to take account of the inherent power dynamics, politics and sensitivities around measuring staff workload. [ABSTRACT FROM PUBLISHER]

Global reform talk on pedagogy has been converging around student-centred pedagogy (SCP) in recent decades. One of the significant appeals of this pedagogical model is its democratisation potentials. This article seeks to empirically study SCP's role in democratising learning and promoting social democratisation by taking the case of Turkey, a country whose democracy has been defined as being in acute crisis. The data are drawn from interviews with teachers and school management at eight public primary schools in Ankara. The study is mainly concerned with the potential of SCP in promoting democratic learning in classrooms, and understanding how broader social, cultural and political contexts support or impede such democratisation efforts. The paper will explore if adherence to democratic learning is more than rhetoric, particularly when serious limitations to social and political democratisation continue to persist in Turkey under the regime of the AKP. [ABSTRACT FROM PUBLISHER]