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Within the Master's course "Civil Engineering" at TU Darmstadt, a project has to be carried out. In the winter term 2018/2019 this was the design and fabrication of a bridge spanning 6 m and made entirely from paper. Students had to find bridge types suitable for the use of paper, develop and optimise cross sections and bracing systems and furthermore prove the load bearing capacity. This included the use of experimental methods explicitly. Finally, the bridge had to be erected crossing a small creek. No materials other than paper, cardboard and glue were allowed. [ABSTRACT FROM AUTHOR]

The underdevelopment of a pedagogical culture for research methods education and the lack of a body of knowledge with the potential to influence practice have been highlighted by previous studies. This systematic review explores the pedagogic approaches and strategies evident in recent literature (2014–2020) on teaching social science research methods in higher education. It synthesises 55 papers offering a detailed rationale for the approach and strategies employed in doctoral/post-doctoral education. While dispersed across journals, there is a plethora of case studies and reflective accounts about teaching approach, strategy, tactics and tasks in research methods education. Most studies reviewed report on teaching qualitative methods and represent authors' own teaching practices. Consistent with previous studies, experiential, active learning and student-centred approaches are predominantly discussed, often overlapping or combined with other approaches. This paper illustrates a growing pedagogic culture, represented by an increased volume of papers and theoretical discussion of practices, rationale and reflection on how research methods are taught and learnt. It is concluded that clear intention to engage in dialogue and contribute to evidence-based practice and knowledge in research methods education is evident, and that the 'how to' element is richly articulated and justified. [ABSTRACT FROM AUTHOR]

Background: This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program. Purpose: The aim of the paper is to capture and understand how student teachers integrate digital technologies into their science teaching. In the paper, research on Pedagogical Content Knowledge (PCK) is used to inform the discussion of Technological Pedagogical Content Knowledge (TPACK) the integration of technology into the teaching of a particular science content. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 primary student teachers´ reflections on how to integrate digital technologies into science teaching. Design and methods: After completing the T-CoRes, the student teachers participated in group discussions that aimed to stimulate a deeper reflection on how and why they integrate digital technologies into their science teaching. The data consist of student teachers´ completed T-CoRes (n = 12) and audio recorded group discussions (n = 6) to provide examples where the student teachers reflected on knowledge components of TPACK, both separately and integrated. A qualitative content analysis was performed to identify examples of participants' understanding of how to use digital tools when teaching a specific science topic. Results: The results demonstrate that the T-CoRe helped student teachers to reflect on their teaching of science with the use of digital technologies and made explicit the ways in which technology, content and purpose are closely linked in teaching. Conclusion: The practices and processes highlighted in this paper will help to inform the involvement of student teachers in capturing and developing a knowledge base for using digital technologies in their science teaching. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including 'challenges of teaching street-level bureaucracy (SLB) theory to a small group of students enrolled onto a Professional master's degree in Brazil', and 'assessment and feedback practices'.

It is no secret that we are a divided society, a polarized nation that appears to take a binary approach to everything. This paper celebrates Dr. Delphine Hanna's pioneering spirit and challenges readers to reflect on the need for greater understanding and tolerance as we seek to return to a more civil and open-minded society. [ABSTRACT FROM AUTHOR]

This paper focuses on how social group work is integral to teaching and learning about critical reflection on practice (CRoP), on three different levels. The paper provides an overview of the theory and practice of CRoP, followed by a description of group work in two MSW CRoP course sections at a school of social work in Ontario, Canada. The paper describes the process of integrating CRoP into practicum integration seminar groups to sustain skills in critical reflection, as well as our own group process in our small faculty research and teaching group. By integrating group work and critical reflection literature and by focusing on the development of critical acceptance and mutual aid, this paper will outline benefits, challenges, and opportunities related to the use of groups in facilitating the CRoP process, along with next steps and further discussion. [ABSTRACT FROM AUTHOR]

Actual accounts of the experiences of Aboriginal and Torres Strait Islander peoples since colonization remain largely misunderstood and misrepresented within Australian education systems and the broader social consciousness. Culturally sensitive practice and ethnic diversity are challenging topics to teach social work students when truth-telling is absent. Social workers need to develop an understanding of intergenerational trauma experienced by Aboriginal and Torres Strait Islander peoples, critically reflect on perpetuated stereotypes, and confront internalized beliefs about peoples of diverse ethnic and cultural identities in preparation to work respectfully with Indigenous communities. A course focused on building students' knowledge and skills for culturally responsive practice is described in this paper, along with suggestions for enhancing teaching and learning. The paper argues for the importance of truth-telling about Australia's continuing racism in social work education to create cultural safety for service users. [ABSTRACT FROM AUTHOR]

Based on the recent call to expand the discussion about sex and sexuality in social work, and coming from an international perspective, this paper offers a theoretical and practical strategy for teaching sex and sexuality in social work. The pedagogical strategy aims at creating a critical thinking classroom. Specifically, the paper presents six key topics for teaching sex and sexuality critically in social work: 1. Sexuality in social work fields; 2. Sexuality as a social constructed phenomenon; 3. Categorizations and sexual identities; 4. Structural-based privileges and disadvantages; 5. Reproduction of power asymmetries through microaggressions; 6. Expanding the conception of sexuality in social work. Each topic is presented with suggestions for literature and critical questions for classroom. [ABSTRACT FROM AUTHOR]

Intercoder reliability is a statistic commonly reported by researchers to demonstrate the rigour of coding procedures during data analysis. Its importance is debatable in the analysis of qualitative interview data. It raises a question on whether researchers should identify the same codes and themes in a transcript or they should produce different accounts in analyzing the transcript. This study reports how articles in four science education journals, International Journal of Science Education, Research in Science Education, Journal of Research in Science Teaching and Science Education report intercoder reliability in their analysis of interview data. This article explores whether 103 papers published in these science education journals in a single year (2019) have reported intercoder reliability test when the authors analyse their interview data. It was found that 19 papers have reported the test results. The authors of these studies have different interpretation towards a similar value of intercoder reliability. Moreover, the percentage of data used in the intercoder reliability test and the identity of intercoder vary across the studies. As a result, this paper aims to raise an issue on whether a replicability of coding can show the reliability of the results when researchers analyze interview data. We propose two major principles when authors report the reliability of the analysis of interview data: transparency and explanatory. We also argue that only when the authors report intercoder reliability test results that are based on these two principles, the reliability statistics of studies are convincing to readers. Some suggestions are offered to authors regarding how to carry out, analyze and report the intercoder reliability test. [ABSTRACT FROM AUTHOR]

This paper will challenge readers to consider their approach to supporting academics who are writing a teaching portfolio. What comes first? The literature, collecting evidence or something else? In this reflection on practice, I offer an approach that centralises practice as the core focus for starting this process. Grounded in theoretical principles that espouse the inseparability of practice and knowledge, the paper offers simple, practical steps for prioritising a practice-based approach to support writing a teaching portfolio. [ABSTRACT FROM AUTHOR]

Adoption of Critical Human Resource Development (CHRD) and its capacity to change practice is influenced by the political context. HRD professionals learn to challenge their political context through CHRD teaching and research in the 'safe space' of Higher Education Institutions (HEIs). Yet, the increasingly global discourse of New Public Management (NPM), associated with what we call new performance measurement, constrains engagement with CHRD. This paper demonstrates the impact of NPM and research performance measurement on HRD scholarship, CHRD agendas, HRD professional development and HRD practice through discourse analysis of Impact Case Studies and their underpinning research as presented in the UK government's 2014 Research Excellence Framework (REF 2014). Use of national research evaluations with a focus on impact is currently spreading across the globe, and so is of international significance. We identify that although CHRD is consistently adopted in underpinning academic research publications it does not transfer into written impact cases. We conclude that context has the power to silence CHRD, and we challenge CHRD scholars to seek alternative formats to inform practice that do not disguise potential negative impacts. We also caution that silencing critical academic voice diminishes the ability of pedagogic curriculum to challenge and enhance HRD practice. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented which discusses topics within the issue including planning of teaching and learning activities; teacher education; and promoting professionalism through preservice teachers collaboration.

This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life story, eliciting and analysing issues, interpreting and contextualising, and reflecting/integrating personal and theoretical knowledge. Findings show that (1) narrative pedagogy relies on a dynamic curriculum (2) the role of the instructor is changed in the learning process (3) It can bridge the gap between emotional-personal and theoretical knowledge. [ABSTRACT FROM AUTHOR]

Early childhood schoolbooks designed to teach children to read, have been shown not only to shape gendered identities in a limiting, binary format, but to lend the written word the appearance of unquestionable, and restrictive truth about the way the world is. Texts written for adults, too, may similarly limit what can be known, reining in the world's emergent efflorescence. Extending the concept of emergent listening, this paper develops the concept of emergent reading, a form of reading that is intimately and diffractively related to emergent listening and emergent writing. Emergent reading is relational, intra-acting with the emergent efflorescence of written words and with the materiality of the human and more-than-human world. [ABSTRACT FROM AUTHOR]

Events of recent years both in the United States and around the globe have highlighted the fragility of democracy. The invasion of Ukraine by Russia has prompted educators to seek evidence-based civic engagement methods for helping students understand the invasion and its implications. This paper offers a set of recommendations on how to teach the war in Ukraine through the lens of civic engagement education. Over the years, a sizeable body of scholarship has developed addressing the critical role civic education plays in safeguarding democracy and producing effective pedagogical approaches for instilling democratic knowledge, skills, and dispositions. Using this scholarship as a starting point, this paper offers recommendations on how educators in a variety of settings and across disciplines might modify these civic learning models to address the war in Ukraine. Based on my experience as a scholar-practitioner-educator at an institute of politics focused primarily on American democracy, I also offer suggestions on how to integrate teaching the war in Ukraine using these practices to enhance appreciation of civic engagement and the role of the citizen. [ABSTRACT FROM AUTHOR]

This critical narrative review draws on bell hooks' engaged pedagogy to examine the pedagogies deployed by PE teachers and PETE educators in response to COVID-19. Full-text, empirical studies between 2020 and 2022 were accessed through Academic Search Complete, Education Database (ProQuest), Education Research Complete (EBSCO), ERIC (EBSCO), Scopus, and SPORTDiscus. In total, 86 articles were considered for full-text review, with 38 articles moving to data extraction after having met the study's inclusion criteria. We used inductive and deductive methods of data analysis. Findings are reported and discussed according to (a) the inductive identification of pedagogies deployed by PE teachers and PETE educators during COVID-19; and (b) the deductive analysis of the literature using bell hooks' engaged pedagogy as a theoretical lens. This review determined that whilst the COVID-19 pandemic may have signalled an opportunity to advance an engaged pedagogical approach in PE and PETE, there was scant evidence of teachers or researchers choosing this path. Instead, innovation, criticality, creativity, mutuality, engagement and meaningful learning was suspended in favour of day-to-day survival. Most papers focused on remote learning enablers rather than engaged pedagogy; that is, they focused on the communication technologies required to connect to online spaces and then to teach within them. We outline directions and critical challenges for PE teachers and PETE educators to develop equitable, inclusive, and empathetic classroom spaces which seek to create learning that is transformative, dynamic and holistic. [ABSTRACT FROM AUTHOR]

Teaching and librarianship are interrelated. This paper explores the author's experiences and views of working as a librarian in higher education, within the Australian University context. It perceives Australian University libraries and librarianship as aligning with Social Constructivist views on learning. Through drawing on information from professional practice, this paper considers the professional identities of librarians in a third-space paradigm, including in contributing to doctoral supervision. It examines teachers as curators and sees this observation of teaching yielding the view of librarians as teachers explicitly. It touches on the author's new awareness of librarians and their role in supporting assessment for learning. The paper puts forward the author's use of reflective practice to enhance teaching, and shares experiences in using the Technology Pedagogy Content Knowledge (TPACK) framework to ensure reflective practice is focused. [ABSTRACT FROM AUTHOR]

This paper explores the enterprises artist-teachers in adult community learning (ACL) engage with and how these form their identity. This is significant to consider as artist-teachers in ACL are overlooked in the published literature. ACL is comprised of community-based learning delivered by local authorities and general further education colleges. Thornton defines the artist-teacher as an individual dedicated to both art and teaching. This is visualised in his Artist Teacher Model. However, Thornton ignores other enterprises that an artist-teacher could be involved in. This paper then considers Daichendt's use of Wallace and Gruber's networks of enterprises. Using the earliest recorded artist-educator, George Wallis, as a case study, Daichendt highlights how one is often engaged in several enterprises and uses the network of enterprises to visualise this. Participant interviews and focus groups test if this is more appropriate for the artist-teacher in ACL than Thornton's model. The impact of this research on practice is an improved understanding of the multifaceted identities of artist-teachers. The paper helps to produce new knowledge around the identity and introduces newly developed visual tools for tracking this, including the Tetrad Identity Model, and the ATLS. These tools may also be used for other professionals with multifaceted identities. [ABSTRACT FROM AUTHOR]

Doctoral supervision is a subtle but complex form of teaching in higher education, where supervisor-to-candidate expectations including support around the literature are important, but supervisory practices and candidate starting points can be disparate and expectations are not always discussed. This paper uses autoethnographic reflections and a practitioner inquiry to explore: How involved should supervisors be in the literature search and literature review writing? This issue arose following the transition from a postgraduate candidate to an academic involved in supervising and teaching postgraduate candidates, co-facilitating supervisor development programmes and researching doctoral supervision. This paper proposes that the involvement of supervisors in the literature search or review could be classed as operating on a conceptual model: the 'sliding scale'. Readers are asked to consider the different tensions in this practice and invited to address them using the 'sliding scale' to encourage conversations with candidates in higher education supervision or teaching. [ABSTRACT FROM AUTHOR]

Learning theories provide philosophically informed, basic principles for understanding the mechanisms through which people learn based on a combination of field or laboratory studies. Unfortunately, however, there are several clear conflicts between theoretical approaches and common methods in teaching. Consequently, key challenges among teachers relate to knowing which theoretical approach to adopt and, therefore, methods to apply. This contradiction is even more confusing since some arguments from each approach are coherent with current practice, whilst others are either inconsistent, unclear or even counter to established teaching views. In short, the implications for teachers are, at best, suboptimal. Accordingly, this paper aims to explore the differences in theoretical perspectives and thence, to propose that there is a need for multiple approaches, possibly used in combination. We hope to offer clearer guidance for practitioners and provide some direction to promote better application from researchers. [ABSTRACT FROM AUTHOR]

This article contributes to contemporary theorising in comparative education by exploring how narratives of 'victims' and 'perpetrators' in postcolonial settings are understood in terms of affective justice. Affective justice is introduced as a framework for understanding justice as an affective practice. Through the analysis of two examples of girls' education in the Global South - Malala's shooting in Pakistan and the abduction of the Chibok schoolgirls in Nigeria - the paper shows how these stories are circulated through sentimental narratives that fail to recognise long-standing colonial conceptualisations of education and schoolchildren. It is suggested that the notion of affective justice helps reorient understandings of education in postcolonial settings by turning educators' attention to three domains - pedagogical practices, embodied affects, and emotional regimes. It is argued that a nuanced conceptualisation of affective justice offers insights into how educators and students can move beyond sentimental narratives to acknowledge coloniality and structural injustice. [ABSTRACT FROM AUTHOR]

In this paper, a teacher educator discusses her experience of professional learning through self-study. The author found the transition between being a classroom teacher and teacher educator challenging, as has been noted in recent literature. Thus, she decided to embark on a self-study, which was focused on the enhancement of her teaching so that she was not merely transmitting knowledge to her students about the teaching of literacy. Data was gathered using a range of qualitative methods including reflective journals, peer observations, and student focus groups. Themes emerged from the data relating to the importance of activating prior knowledge in learning, the necessity of creating dynamic lecturing spaces and the need to share learning while learning in a university lecture hall. As a self-study, this paper is highly contextual but is intended to provide valuable insights into teaching and learning in higher education. [ABSTRACT FROM AUTHOR]

This paper shares learning from a project designed as part of a UK regional Teaching Partnership (TP) development to enhance service user and carer, or what we prefer to term 'Educator-by Experience', Led social work teaching and training. The paper illustrates development of the project and the approach taken to agree the project remit and undertake the work. We discuss the project guiding principles and some challenges we encountered within the project development process and reflect on some lessons learned. The overall aim of this paper is to share practice-informed experiential learning to enhance 'Educators by Experience-Led' social work teaching and training. The paper will assist in enhancing the engagement of 'Educators by Experience' in the design, delivery and evaluation of social work education and training programmes. [ABSTRACT FROM AUTHOR]

Situated in Hong Kong's considerably limited discourse on sexuality, this paper aims to examine how introducing the topic of masturbation into our college's gender-and sexuality-related course created pedagogical conundrums (in the words of Kathleen Quinlivan). We discuss how attempts to confront these conundrums enabled us to begin the journey of understanding and breakthe silence about having sexual desire discussed in the classroom and written assignments. Drawing on our earlier classroom discussion of sexual topics, which resulted in moments of silence, and the written assignments of 10 students on the topic of masturbation, this paper borrows Quinlivan's discussion of the possibilities in 'uncomfortable analytic reflexivity' to explore how education can be a highly contested space carved out by students to express, both 'silently' and 'openly', their perceptions of masturbation. Classrooms can be flipped to discover the cracks that allow the journey towards breaking the silence to begin and to provide space for students to discuss sexual desires and pleasures that were previously deemed negative and unspeakable in their previous classroom experience. Remembering and reflecting on such silence can allow it to be reconceptualised as illuminating and meaningful. [ABSTRACT FROM AUTHOR]

This paper develops the pedagogical implications of xenolexia, a concept introduced as a phenomenon in the learning and teaching of academic writing (Beighton, C. 2020. "Beyond Alienation: Spatial Implications of Teaching and Learning Academic Writing." Teaching in Higher Education 25 (2): 205–222.). Complementing this theoretical base, this paper examines xenolexia's positivity and its ability to both analyse and propose specific academic writing pedagogies in today's challenging HE context(s). Drawing on data from students/teachers of academic writing (n = 33), this paper uses xenolexia aetiologically and practically. Aetiologically, I identify and categorise different sets of practices in terms of the way they respond to this positivity as two pedagogical tropes: the material and its affective counterpart. Practically, I discuss pedagogical practices associated with these tropes in the light of the data. My conclusions about the extent to which each contributes to the development of academic writing link the latter to the current context of teaching and learning in higher education, challenging approaches based on identity with more productive material, affective alternatives. [ABSTRACT FROM AUTHOR]

Mathematics is not just the queen of the sciences; it permeates through art, commerce, and in fact, every aspect of modern life. However, while we as mathematicians see beauty in the mathematical way of thinking and problem-solving, our students tend to think of mathematics as a set of rules and abstract computations. Our pleasure of doing mathematics usually does not transfer over to our students. In this paper, we describe two liberal arts general education courses which seek to develop a broad appreciation of mathematics for students who may not require any technical mathematics course for their academic major or chosen career path. We present mathematics as it relates to everyday life, with the goal of improving student appreciation of mathematics. [ABSTRACT FROM AUTHOR]

Millions of full-text articles are downloaded per month using pirate websites. The purpose of this study was to survey professors and academic librarians on their knowledge, usage and teaching of pirate websites to students. A 21-question survey with adapted Likert scale and free text questions was sent to six academic librarian listservs and primary corresponding authors of top ten evolutionary and bioinformatics and computational biology journals since 2019 from Google Scholar rankings. Academic librarians (48%) and professors (60.5%) are not actively teaching about pirate websites. What is taught is how to ethically and legally access full-text articles, not the existence of pirate websites and how to use them. Concerns about espionage, viruses, and malware for affiliated institutions are concerns for professors and librarians. Sci-Hub continues to be the most known of pirate websites. Librarians and professors are satisfied with the selection of journal title offerings from their affiliated institutions, but desire additional resources for their research. Ease of use continues to be a reason why pirate websites are used, and cost in accessing full-text articles continues to be a concern for librarians and professors. [ABSTRACT FROM AUTHOR]

This paper analyses the current research regarding student evaluations of courses and teaching. The article argues that student evaluations are influenced by racist, sexist and homophobic prejudices, and are biased against discipline and subject area. This paper's findings are relevant to policymakers and academics as student evaluations are undertaken in over 16,000 higher education institutions at the end of each teaching period. The article's purpose is to demonstrate to the higher education sector that the data informing student surveys is flawed and prejudiced against those being assessed. Evaluations have been shown to be heavily influenced by student demographics, the teaching academic's culture and identity, and other aspects not associated with course quality or teaching effectiveness. Evaluations also include increasingly abusive comments which are mostly directed towards women and those from marginalised groups, and subsequently make student surveys a growing cause of stress and anxiety for these academics. Yet, student evaluations are used as a measure of performance and play a role in hiring, firing and promotional decisions. Student evaluations are openly prejudiced against the sector's most underrepresented academics and they contribute to further marginalising the same groups universities declare to protect, value and are aiming to increase in their workforces. [ABSTRACT FROM AUTHOR]

This small-scale qualitative research project is located within post-compulsory education in England and explores some of the strategies and responses employed by three initial teacher educators to carry out their professional role while responding to the COVID-19 pandemic. The central argument is that teacher identity was significant as a pedagogical tool to respond to the pandemic. Therefore, more consideration should be given to the interconnectedness of who I am, what I do and why I do it, when pedagogical responses are needed to address emergent issues. The first part of the paper paints a picture of the available literature related to learning during covid-19, followed by an articulation of the research design. The second part discusses the relationship between identity and pedagogy, which is the central theme constructed from the data gathered from the research participants. It closes with a reflection about how educators as a collective have shown resilience and creative ways to deal with challenges, thus adding new layers of their identity, and this can be pedagogically powerful. [ABSTRACT FROM AUTHOR]

This paper provides a detailed account of the development of an instrument to investigate the emerging concept of presence in teaching (PiT) on a larger scale, explaining how the transition from data and findings from qualitative studies to a survey instrument was accomplished. In order to ensure relevance for teachers, the instrument needed to do justice to the unique and varied character of the qualitative data and be closely related to educational practice. Therefore, we adopted an interpretivist approach and a procedure involving different types of interactions: between outsiders (researchers, experts) and the instrument, between insiders (teachers) and the instrument, and between outsiders and insiders. Often, instruments are developed from an outsider perspective, in which respondents serve as informants for the researchers. Our development process occurred in a dialectical relationship between the 'scientific' concept and the 'everyday' concept (in the intuitive understanding of teachers) of PiT, which allowed us to capture PiT within a survey by means of narrative vignettes using the language and classroom practices of teachers. Reflections on the quality criteria and methods used, the challenges encountered and solutions found, may serve educational researchers planning to investigate emerging concepts such as PiT on a large scale. [ABSTRACT FROM AUTHOR]

This paper explores teachers' educational values and how they shape their judgements about physically active learning (PAL). Twenty one teachers from four primary schools in Norway participated in focus groups. By conceptualising PAL as a didaktikk approach, the findings indicated that teachers engaged with PAL in a way that reflected their professional identity and previous experiences with the curriculum. Teachers valued PAL as a way of getting to know pupils in educational situations that were different from those when sedentary. These insights illustrate how PAL, as a didaktikk approach to teaching, can shift teachers' perceptions of pupils' knowledge, learning, and identity formation in ways that reflect the wider purposes of education. The paper gives support to a classroom discourse that moves beyond the traditional, sedentary one-way transfer of knowledge towards a more collaborative effort for pupils' development. [ABSTRACT FROM AUTHOR]

Given discourse across the globe on school reform and the importance of teachers' work to school improvement, teacher leadership represents an opportunity to re-imagine school cultures, and to consider a range of factors that impact the teaching profession and contribute to overall school improvement. Based on a qualitative inquiry of 24 teacher leaders across two country contexts (Jamaica and the United States) and using the metaphor of 'awakening the sleeping giant', we argue that teacher leadership is an untapped phenomenon and a necessity for 21st century school improvement. Within this paper we draw on the teacher leaders' stories to provide an understanding of the power and resources residing in the domain of teachers' work. Through the findings we showcase that there are elements of teacher leadership that transcend specific school and country contexts based on school structure and historical precedents. The findings presented in this paper also highlight that teachers' work is highly political and that historical precedents related to power and gender created differences in how teacher leadership has been perceived and enacted. The paper closes with a discussion about the cross-cultural 'truths" that emerged and the implications for teachers' work and school improvement. [ABSTRACT FROM AUTHOR]

In 2022, after two years of the COVID virus profoundly interrupting social connection, learning, work and human mobility, governments worldwide turned material and rhetorical attention to life 'post-pandemic'. Understandably, teachers who were central in keeping communities virtually connected during the pandemic—are positioned as core to a return to the quality of life and to gaining social futures beyond COVID-19. This is reflected in the theme of the 64th ICET World Assembly Building Creative Global Teacher Education Communities Post-Pandemic. This conceptual paper, given initially as a keynote at this conference, argues that for teachers, the state of crisis has not abated, rather, post-COVID educators are 'returning' pre-existing and enduring social, environmental and workforce crises that have been amplified during the global health crisis (Rosehart et al. 2022). The paper contends that for teachers to respond to the major social and environmental justice issues of our time, it is important to examine the structures and practices which standardise and regulate teachers and teaching and limit the creativity required for powerful knowledge building. Drawing on recent research, the paper offers an example of the ways in which teachers might be supported to reimagine disciplines and subjects in order address and respond to the major crises of our time. [ABSTRACT FROM AUTHOR]

Dance educators frequently function in a performance situation–teaching, leading discussion, rehearsing, choreographing. Because of the nature of the work, introverts may be driven to behave in a more extroverted manner and less like themselves. How do introverted teachers navigate the demands of teaching and preserve their energy while best serving their students and themselves? This paper shares strategies on teaching, learning, and leading as an introverted teacher. I draw on existing literature about the introverted teacher, learner, and leader, as well as ideas on effective teaching, and I apply these ideas specifically to dance. While many introverted dance educators successfully teach and perform as extroverts, by openly claiming their introverted personality and implementing practices for teaching, leading, and learning that are specific to introverts, they can feel more confident and engaged in their teaching and working lives. [ABSTRACT FROM AUTHOR]

Transfer functions are convenient representations to analyse cause-and-effect relationships of linear time-invariant dynamic systems. Traditionally, transfer functions are introduced using the Laplace transform. In this paper, we argue that the Laplace transform method is not a necessary prerequisite to understanding the topic 'transfer functions'. We offer an inquiry-based learning method to represent transfer functions without formally using the full machinery of Laplace transforms. The method is used in an introductory engineering course on system modelling and simulation at Aalborg University, Denmark. The paper also presents an initial assessment of the students' understanding of transfer functions without knowledge of Laplace transforms and the experiences gained from implementing inquiry-based learning in the course. Finally, we conclude with a discussion of the impact of CAS tools on mathematics and engineering science teaching and learning. [ABSTRACT FROM AUTHOR]

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]

Teach For All (TFAll) is global network of programs based on Teach For America. Since 2007, TFAll has spread to more than 60 countries and had a considerable impact on educational policy across educational jurisdictions. Scant research, however, has examined 'shadow' programs based on this model but unaffiliated with TFAll, such as Teach For Taiwan (TFT). This paper engages in a critical policy analysis of TFT and examines both its emergence and (mis)alignment with educational policy. Our analysis first highlights the inspiration and support TFT has drawn from TFAll and its affiliate programs, despite its unofficial status. The paper then examines how TFT is aligned strategically with recent policy shifts toward deregulation in Taiwanese education. We also find that TFT is misaligned with key educational structures, including the national salary scale for teachers and teacher education system, resulting in a new category of transient teachers who are uniquely positioned in the teaching roles they assume but largely unable to continue teaching beyond TFT. We argue that more attention within education policy studies should focus on the impacts of (un)official TFAll programs – particularly given their disproportionate power and positioning to effect global educational change – and their (mis)alignments with national systems. [ABSTRACT FROM AUTHOR]

This paper introduces the notion of 'Photogaffe' in the context of an applied visual anthropology. Focus is placed on examples of ordinary people causing unforeseen social problems with their cameras and/or pictures as part of family photography and related home media. Paper suggests changing an attention from seeking meaning in picture content to meanings in the social acts responsible for the communication process. The vehicle is a collection of examples documented in a series of letters written to 'Dear Eastman,' a newspaper advice columnist. Several letters and responses are presented and recommended for instruction in a college course on basic theoretical points of the visual social sciences in general and visual culture and communication in particular. [ABSTRACT FROM AUTHOR]

This paper describes a concept mapping teaching exercise that was implemented in different stages at both the graduate and undergraduate level. First, a small group of graduate students worked to construct a concept map that illustrated the connections between published work as they prepared to take their qualifying examinations. A similar assignment—visually depicting connections between course readings—was implemented between the midterm and final exam in a large-section online undergraduate course. In the undergraduate course, there was noticeable improvement between midterm and final essay responses in which students compared and contrasted readings, and students reported perceptions of it as a valuable exercise. Structured interviews with both undergraduate and graduate students further confirm that concept mapping can improve learning outcomes at both levels of instruction. The project reveals important differences in the way that both sets of students approach relational exercises involving readings and suggests ways of using concept mapping to enhance students' retention of the material. [ABSTRACT FROM AUTHOR]

This paper discusses the utilization of a cultural humility model to educate social work students in understanding the importance of diversity, power, privilege, oppression, marginalization and social and economic justice in an increasingly diverse society. Social work programs are required to teach students to effectively engage a diversity of clients in practice as well as to take action to resolve issues of oppression and discrimination. While the cultural humility model is gaining acceptance in social work and in social work education, there are few models of how to effectively teach it within the social work curriculum. One model that includes a two-course sequence is presented. The paper discusses components in creating a culturally humble classroom environment as well as specific materials and classroom assignments aimed at providing students with the knowledge, tools and skills essential to practicing with cultural humility. The power of utilizing materials that are representative of a diversity of voices is emphasized with appendices providing written and audio resources. [ABSTRACT FROM AUTHOR]

This paper investigates the material complexity and relational emergence of 'teaching'. Reporting on a video-based ethnographic study of an upper secondary classroom in Norway, the paper centres on the following research questions: Which material-discursive practices 'matter' in upper secondary teaching situations, and how are participants' bodies shaping and being shaped by these practices? The paper combines sociomaterial practice theory with the agential realist concepts of material-discursivity and apparatus to trace the spatial and bodily enactment of a teaching situation. In the first part of the paper, I identify two material-discursive practices: the practice of tasks and the practice of friendship. Second, I examine the two practices' material intertwinement, proposing that they entangle and coarticulate a larger material arrangement termed the teaching apparatus that regulates the possibilities and limitations for 'doing' in the classroom. The paper offers a perspective on teaching that increases our awareness of its interconnectedness and unpredictability, allowing for a more fine-grained understanding of the embodied liveliness and material complexity of everyday teaching encounters. Finally, I propose that thinking with a spatially, bodily and relationally produced teaching apparatus offers an affirmative and agential approach to discussing educational quality. [ABSTRACT FROM AUTHOR]

This short essay introduces the symposium "Teaching sports geography". The six papers that make up this symposium represent the first substantive interventions into the pedagogies of sports geography. Sports geography has a rich research literature that is briefly reviewed, before the paper goes on to consider enduring concerns that sports geographers have pursued over several decades. The paper also notes some of the many opportunities and challenges associated with the teaching of sports geography, before going on the provide an overview of the six papers in the symposium. The paper ends by briefly outlining prospects for the teaching of sports geography. It also acknowledges the recent death of John Bale who was the preeminent pioneer and scholar of sports geography, to whom this collection of papers is dedicated. [ABSTRACT FROM AUTHOR]

This paper focuses on finding the criteria adopted by users to select free information retrieved from the Web for academic use. A close-ended questionnaire was formulated to record the opinions of the respondents. A survey for various categories of users such as post graduate students, research scholars and faculty members from five universities of Chandigarh, Haryana, and Punjab was administered. The category-wise and discipline-wise analysis depicted that quite a good number of respondents applied various parameters while referring to Web resources, but a reasonable number of users did not apply certain parameters to verify the nature of free information being used for educational purposes. The convenience factor leads them to depend on free Web resources which can be accessed anywhere and saves time. The findings of the study suggest that user education programs should be conducted to create awareness regarding the credibility of the subscribed library resources and their effectiveness in enhancing the quality of teaching, learning, and research. [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]

As music remains one of the most popular activities of everyday life, this paper builds on critical and popular geopolitics to introduce music as a key endeavour in teaching such topics. The paper attempts to go beyond scrutiny of the popular music by connecting it with the historical strings of geopolitical evolution and their current re-representation. It communicates how music may assist students in understanding geopolitics. Surprised at first by music's relation with geopolitics, students can delve into more complex questions that allow them to scrutinize the forces, institutions and theoretical frameworks that shape geopolitics. Mediated by music, teaching may provide a way to deconstruct geopolitical imaginations and empower students to reflect beyond the texts, and popular contexts. [ABSTRACT FROM AUTHOR]

How to make students and teachers stop Stop and think and feel Reading slow Reading aloud Savouring silence Being there with all our emotions and bodies An experiment Not a social experiment Not a psychological experiment But a poetic Accompanied by a French philosopher Gaston Bachelard was always there in the atmosphere Our classroom practice With our master's students In sustainable management We searched for poetic moments Turned into a conversation Turned into a paper A paper about the poetics of teaching Phenomenologizing philosophy Rupturing classrooms [ABSTRACT FROM AUTHOR]

This paper examines debates over the nature, purpose, and reform of geographical education in schools in the eighteenth-century German-speaking territories. Attention is paid to contemporaries' concerns over the cognitive content of geography – what geography was – and, in greater detail, to their views concerning how the subject might be taught, its teaching improved, and the end in view of teaching it, namely to produce informed citizens. The paper shows that while there was widespread agreement over the utility of geography, opinions differed over how best to teach it, and to whom. These differences centred less on religion, between the largely Catholic southern German territories and the chiefly Protestant northern German territories, and more upon the age, social status, gender, and intended future of the pupil. Proposals for the reform of geographical education argued that geography be taught first with reference to the pupil's locality and to notions of "homeland" from which local setting attention would be paid to other states, countries, and continents. [ABSTRACT FROM AUTHOR]

The paper deals with a problem of assessing of individual progress of students' cartographic skills. For teacher it is important to evaluate it not only in a form of tests and semester works, but also in a less formal, score-oriented manner. The author uses mental sketches to observe results of a teaching process. The research is based on previously described author's method with modification to trace individual, anonymized changes. The identical cartographic survey (map drawing task) was conducted and repeated among students five times during the entire study cycle. Results were analyzed with cartographic methodology in mind, to assess the skills of students, their progress and used methods of presentation. Students' approach to using point, line and areal features were tested as well as design abilities in case of symbols. Information on progress and skills were used not only to observe statistical changes. The outcomes were applied in a process of evaluating the teaching effectiveness. The survey was conducted in a relation to real courses, hence the results are of great value in increasing the quality of studies and teaching methods. Some of ideas have already been introduced in cartography and GIS classes taught by the author. Sketches allow assessing of different aspects of spatial knowledge and skills. Sketches could be applied as an element of knowledge evaluation and to trace individual progress in anonymous way without being oriented on students' grades. Proposed model gives a teacher information on quality and efficiency of teaching. It can be applied to update map-making courses content. The approach can be used in other, drawing-based, courses. [ABSTRACT FROM AUTHOR]

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Vaccines and treatments produced during the global coronavirus crisis demonstrated the importance of university research and teaching. There was widespread celebration of university–industry partnerships and collaborations across disciplines and geographical locations. However, simultaneously, higher education institutions in England faced serious financial and organisational challenges throughout the pandemic, which has implications for the relationship between teaching and research, for who undertakes each, and for the students' experience of teaching and learning (some of whom become the next generation of researchers). The rapid movement to online learning created further tensions within an already demoralised, precarious and divided workforce. This paper considers the potential social good of universities' two core missions, research and teaching in a post-pandemic world, exploring the inherently political nature of the link, as well as its encoded inequalities and dysfunctions. Drawing on documentary and secondary data analysis, this paper explores, first, the long-standing sectoral and institutional discrepancies through analysing trends in student recruitment rates and research funding. Second, it investigates how student and staff experiences of the link between research and teaching were changing in the pandemic, pointing to substantive equity issues in how the pandemic response affected access to research opportunities and to research-led teaching. The paper argues that a more equitable and inclusive university that appreciates the research-teaching nexus and is flexible and collaborative in nature is key to contribute to tackling global and local challenges, such as environmental destruction, climate change, conflict and socio-economic inequities. [ABSTRACT FROM AUTHOR]