This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning ...programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with both teachers and pupils. These findings evidence the need to support pre-service PE teachers’ school-based learning, encouraging them to explore the broader context of the school, seek supportive relationships and co-develop strategies to create positive and safe learning environments.
•Working with trauma-affected pupils during school placement can be emotionally challenging for pre-service PE teachers.•Exploring and understanding the school community can support pre-service PE teachers’ trauma-related learning.•Developing positive relationships is an important feature of trauma-related learning for pre-service PE teachers.•Experienced teachers can support pre-service PE teachers’ trauma-related learning on placement.•The trauma-aware principles developed by Quarmby et al. (2022) can aid reflective dialogue around trauma-aware practice.
Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning ...processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the framework of organisational learning was conducted to analyse the ways that 17 teachers from two school-based communities in a secondary school in Shanghai, China, experienced learning through various learning activities. The findings showed that the two group teachers had actively developed implementation-oriented and experimentation-oriented processes of learning. The former process is referred to as exploitation learning. Exploitation learning helps teachers by creating a stable environment to learn the existing knowledge and norms of practice of a school organisation. The latter process is referred to as exploration learning. Exploration or exploratory learning provides a platform for new knowledge construction aimed at improving existing practices in a more radical way. Teachers' perceptions of and participation in school-based learning activities shape their learning experiences in different ways. Specifically, the support of school leaders is necessary to promote teachers' exploratory learning in school-based settings. However, the leadership strategies that best support teachers' learning require further investigation.
In Hong Kong, with an increasing number of children experiencing mental health issues, there is a need to not only develop innovative interventions but also develop comprehensive prevention ...interventions so as to reduce their anxiety symptoms and enhance their emotional management and interpersonal relationships.
The aim of this study was to determine the effectiveness of The Adventures of DoReMiFa, an integration model of the cognitive-behavioral approach and positive psychology by using digital game-based and school-based mental health enhancement intervention to magnify the social and emotional health and well-being of the school children in Hong Kong aged 9 to 11 years.
A quasi-experimental design method was used to evaluate this digital game and school-based intervention. The Adventures of DoReMiFa was piloted in 4 primary schools where students were allocated to either an intervention or a control group. The participants were assessed at pre- and postintervention with a 6-month follow-up measuring their mental health knowledge, levels of anxiety symptoms, positive and negative thinking, perspective-taking, and self-esteem.
A total of 459 primary school students from 4 primary schools participated in the study. The response rate on the questionnaires answered on the Web was up to 85.1% (391/459). Compared with the control group, the intervention group was found to have significant association with improved mental health knowledge at the time immediately after the intervention (beta=.46; P=.01) and in the 6-month postintervention period (beta=.66; P<.001); for perspective-taking, the intervention group had exhibited a significant improvement 6 months after the completion of the universal program (beta=1.50; P=.03). The intervention, however, was found not to be effective in reducing the rates of anxiety symptoms and negative thinking among the participating students.
The Adventures of DoReMiFa, an integration of a digital game-based and school-based mental health enhancement intervention, was shown to be effective in elevating the knowledge of mental health and promoting perspective-taking in the primary school students of Hong Kong. Although there was insufficient evidence to support a reduction in symptoms of anxiety and negative automatic thoughts, the overall results were still encouraging in that a preventive effect was found, indicating that the program has the potential to enhance the mental well-being of schoolchildren. It also suggests that knowledge enhancement may not necessarily lead to behavior change, and more focused effort may be needed to achieve the translation. The implications and limitations of this study and suggestions for future research were also discussed.
Objective:
Photovoice as a participatory research method seeks to capture and share participants’ perspectives and experiences. It has been widely used in school settings to prioritise student voice ...in health research. Photovoice also presents opportunities for health education. There is limited synthesis on school-based Photovoice focused on nutrition and physical activity (PA). This systematic review examined the use of school-based Photovoice in relation to nutrition and PA for 10- to 18-year-olds. The research questions explored were twofold: what Photovoice approaches and implementation processes have been used in schools with respect to nutrition and PA; and what were the student learning outcomes?
Methods:
Six electronic databases were searched: MedLine, PsycInfo, EMBASE, ProQuest Education Journal, Cochrane Central and ERIC. The Participant, Intervention, Comparison, Outcome and Study (PICOS) framework was used to specify inclusion/exclusion criteria. Nineteen articles were selected from the search results of 2,305 articles based on fit with the established criteria. Iterative inductive thematic analysis was used to analyse the data with a focus on (1) approaches and implementation, and (2) student learning outcomes.
Results:
Nineteen studies were included in the review. Themes related to approaches and implementation were the importance in introductory sessions; processes for meaning-making; student-led community engagement and health promotion; and learning from challenges and limitations. Themes related to student learning outcomes included critical awareness of nutrition and PA environmental influences; capability development; and agency and empowerment.
Conclusion:
School-based Photovoice benefits health research by generating data with a focus on student voice. An under-valued and under-reported benefit relates to student learning outcomes, supporting the potential for healthy behaviour change. Multisectoral education and health research should value both types of goals. Photovoice can be used as a curriculum-linked pedagogical tool to add value to the pursuit of educational goals in school.
School-based learning communities, which include a variety of learning activities, exemplify a bottom-up approach to knowledge growth for teachers. Drawing on the perspective of organisational ...knowledge, this paper explores the dynamic processes and effects of knowledge development among teachers in school-based settings. Thirty-one secondary school teachers in Shanghai, China, participated in this qualitative study. The findings showed that for teachers in China, school-based knowledge development was characterised by strong self-knowledge and local knowledge for enriching knowledge base of individual teachers. However, the construction of collective knowledge for exploring new practices at group level and the creation of system knowledge for transforming existing practices at school organisational levels have been insufficiently emphasised. The uneven knowledge development situated in school contexts tends to produce tension between teachers' short-term adaptation and their long-term professional innovation. This study further discusses the implications for optimising the structure of knowledge development within the school organisations.
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between ...knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.
This paper examined Australian distance education teachers' perspectives about how they drew on technological tools to support their primary and secondary students' learning. Via two focus groups ...(n=9, n=7), teachers identified that technology greatly assisted them in relation to developing relationships with students and families, creating interactive lessons, differentiating learning, providing quality feedback, and connecting peers. However, they also reported experiencing ongoing challenges and constraints related to gaining technology expertise, overcoming technology faults, and coping with additional accountability. Data made it clear that teacher use of technology was driven by specific student needs and that teachers drew heavily on both core pedagogical knowledge and technological pedagogical content knowledge. Findings suggest the need for more distance education specific professional development to ensure that teachers have the knowledges needed to support diverse learners in this context. Author abstract
As critical teacher educators, we advocate the transformational potential of school-based learning (SBL). Changing practice teaching contexts to accommodate unfamiliar SBL environments for student ...teachers offers them an excellent opportunity to develop critical skills as transformative intellectuals and agents of change. Yet anxiety about unfamiliar placements often prevents them from making the most of potential learning experiences. In this paper, we generated data via World Café conversations in which final-year Bachelor of Education (BEd) student teachers described their experiences of operating in an unfamiliar schooling context. The findings suggest that changing the SBL context can enable transformative learning experiences using critical pedagogy principles. Student teachers reported that they not only developed classroom skills, knowledge, confidence, and a deeper appreciation of learning opportunities through changing practice teaching contexts, but that they also gained a new understanding of what teacher transformative learning involves.
In this ethnographic study of post-paternalist ruination and renovation, Christian Straube explores social change at the intersection of material decay and social disconnection in the former mine ...township Mpatamatu of Luanshya, one of the oldest mining towns on the Zambian Copperbelt. Touching on topics including industrial history, colonial town planning, social control and materiality, gender relations and neoliberal structural change, After Corporate Paternalism offers unique insights into how people reappropriate former corporate spaces and transform them into personal projects of renovation, fundamentally changing the characteristics of their community.
This study adopts exploratory qualitative research to explore the experiences of a vocational education and training (VET) teacher and 36 first-year VET undergraduate students in a Nigerian public ...university as they engaged in collaborative learning (CL) tasks for a period of 14 weeks academic semester. A thematic analysis of observations and interactions, field notes and semi-structured interviews revealed four main CL practices adopted by the VET teacher to overcome obstacles to effective student collaboration. Linked to Vygotsky's sociocultural theory, these strategies include VET teacher's responsibility in facilitating students' learning, making tasks more challenging and participatory, learning to accept all ideas and co-work, and resistance to friendship groups. The findings of the present study have theoretical and practical implications for VET teachers, administrators and policymakers who may be working towards improving the CL practices in VET.
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