Denne artikkelen er en del av et doktorgradsprosjekt som undersøker den politiske dimensjonen av bærekraftig utvikling og dens betydning for utdanningen og pedagogens rolle. Prosjektet ser på ...perspektiver til norske barnehagelærere og medlemmer av den meksikanske Zapatist-bevegelsen med det mål å åpne for refleksjoner og debatt om hva en utdanning for bærekraft bør innebære. Tittelen «We are peasants» («Vi er bønder») er hentet fra en norsk barnehagelærer i Sørvest-Norge og refererer til en felles bondeidentitet blant denne lærerens personalgruppe. I denne artikkelen ser jeg på bondekulturens rolle i en utdanning for bærekraft, pedagogens politiske engasjement i bærekraftspørsmål og forståelsen pedagogen har av seg selv som politisk aktør. Paolo Freires kritiske pedagogikk og syn på lærere som politiske aktører blir brukt for å utforske lærerens politiske og transformerende rolle gjennom deres profesjon og som medlem av lokale fellesskap (Freire, 2005; Freire, 2017). Jeg bruker en metode inspirert av Deleuze og Guattaris (1987) «rhizomatiske» tenkning som gjør det mulig å koble og flette disse norske barnehagelærernes perspektiver sammen med perspektiver til medlemmer av den meksikanske Zapatist-bevegelsen, som også er en bondebevegelse. Datamaterialet er samlet under feltarbeid over en toårsperiode i Chiapas, sørøst i Mexico, og i en barnehage i Sørvest-Norge. En tematisk analyse av datamaterialet viser til koblinger mellom disse to kontekster. Disse kan samles i tre områder, som påvirker og bygger på hverandre: Bøndenes identitetsfølelse og verdier, deres rolle som pedagoger, og som politiske aktører. Resultater viser at tilhørigheten som bonde fører til økologiske, sosiale og politiske verdier som kan hjelpe lærere å forstå hvilken rolle de har som medlemmer av lokale og globale fellesskap, samt å utvikle bærekraftige, transformerende og frigjørende praksiser.
This article aims to explore young children's (from one to three years old) perspectives of the role and pedagogy of educators in play in an Icelandic preschool. The intention is to explore the ...meaning that children put into involving educators in their play and whether the children experience educators' actions as a resource for their play. The study is based on a phenomenological approach. Data consist of video recordings and field notes of 46 children, from one to three years old, as well as eight educators. Four main categories that illustrate children's perspectives on the role of the educators emerged: (a) assistance connected to play situations and play material, (b) confirmation of competence, (c) support connected to children's social interactions, and (d) participation in play and playful actions. The findings reveal that children's perspectives and experiences in their own life-worlds in play can be considered an important dimension that contributes to changes in the pedagogical practices that are emphasised in curriculum.
The study proposes an analysis of the processes through which the material and symbolic features of the setting and the activities of the educators interact to determine the children's experience in ...an early educational centre. This analysis is of particular interest with regard to both educational practice and understanding developmental processes during children's second year of life. During this period, important changes occur in children's interaction with the environment in its physical and social components, on the basis of their cognitive development as well as of their acquired capacity to independent locomotion. Two examples will be presented that illustrate how the educators' activities and the spatial arrangement of the setting combine and interact with toddlers' recently acquired independent locomotion in sustaining their cognitive engagement and social encounters during their daily routine in an educational centre. The discussion of the examples opens new perspectives for understanding early sociality in a group situation and for innovating educational practices.
Objetivou-se analisar a experiência de uma formadora num curso de formação continuada para professores de Química, ocorrido numa universidade pública do estado de São Paulo, em 2004. Os dados ...apresentados surgiram da observação da prática da formadora e de suas reflexões, nas quais ela própria evidencia ideias, conflitos, angústias e impressões sobre suas ações durante o curso. Entre a prática da formadora e suas reflexões, surgem contrastes que irão se tornar nosso foco de investigação. Interpretamos esses contrastes como a atuação de elementos inconscientes que ora favorecem ora dificultam a sua prática e nos mostram que nem sempre a reflexão e a ação atuam na mesma direção. Defendemos uma prática reflexiva mais profunda e questionadora dos sujeitos como possibilidade para produzir melhores efeitos na formação e na atividade docente. Conceitos do referencial teórico psicanalítico de Freud e Lacan serviram de base para a análise dos dados.This paper is meant to analyze a teacher educator's experience when giving a continuing education course for chemistry teachers, held at a public university in São Paulo, in 2004. The information here has resulted from the observation of the teacher educator's performance and her reflections on their own ideas, conflicts, anguish and impressions concerning her actions throughout the course. The contrasts between the educator's practice and her reflections are the focus of this study. Such contrasts are regarded as a result of the presence of unconscious elements that either favor or hinder practice, and show that reflection and action not always lead to the same direction. We believe individuals should be encouraged to take a more questioning and more reflective attitude, enabling better results in teachers' education as well as more effective performance. Data analysis was based on concepts belonging to Freud's and Lacan's psychoanalytic theories.
This study aims to explore the benefits and extension's role with farmers' markets in USA. This study was conducted by literature review and case study. They help establish connections between ...consumers and food producers, provide an additional income source for farmers. and in general, serve as a tool for community development. First, from education to advocacy, from research to advising, extension educators have multiple roles to play in promoting the growth of farmers' markets.
Nowadays experiential education activities are more and more present in the daily practice of teachers, meaning that students are meeting these experiences not only as part of the non-formal ...education, in camps, outdoor programs and different community building activities, but also in the classroom. Games, problem-solving tasks and projects are serving the base for reflection, discussion, understanding and learning. Do the teachers need to change in order to provide classes based on experiential learning? Presenting Kolb Educator Role Profile and analyzing the results of 21 teachers from Mures County, who are successfully using experiential education I found that using the Facilitator and Coach role has a great influence on their efficiency in teaching.
Clinical education is used throughout nursing to promote competency. Although this experience can be rewarding, students may face a variety of challenges within this context. The purpose of this ...qualitative descriptive study is to explore senior nursing students' perceptions of challenges to learning within the clinical setting. Three interrelated themes emerged from the data: (a) internal reactions to external limitations; (b) barriers experienced within the clinical environment; and (c) ineffective programme organisation. Findings are meant to guide educators and policy makers during decision making. The goal is advancement towards making the clinical environment a superior form of nursing education.
Sex education is an educational curriculum area that represents a challenge for teachers, mainly if they are men. Therefore, the present study was carried out to identify the difficulties that male ...teachers face when addressing sex education with their students. It seeks to broaden the subject's understanding comprehensively and reflect on it in several dimensions, considering the actors involved: The State, the school, the role of teachers, and parents. A qualitative methodology was used, with a comprehensive-interpretive approach. Four public elementary teachers from the city of Veracruz, Mexico, participated. The instrument we used was a semi-structured interview. The findings were as follows: regarding their role as an educator, they consider that it is up to them to inform students on a scientific basis about sexuality; regarding their role in sex education, they think that they have the responsibility of reinforcing in the classroom the education that parents give their children at home. The challenges refer to the claims they receive from parents for talking about sexuality with kids and the lack of precision and depth in the content of the free textbooks regarding the matter. Finally, we conclude that sex education is a joint work in which the institutions' functions, both educational and family, are interrelated.
The experience of learning about emotive topics in the classroom remains relatively under-researched. Within the social sciences, death studies is undergoing a resurgence yet little is known about ...the student experience of exploring such issues in an academic setting. This research focuses on final year undergraduate students at a British university who have chosen to study a module on the Sociology of Death and Dying. Qualitative data from eleven semi-structured interviews were analysed, revealing several key areas of experiential and pedagogical interest, highlighting how students use each other's experiences as well as their own vulnerabilities to engage with emotive topics. The data also explored the role of the tutor as an emotional safety net in such classes and the extent to which trigger warnings should be ensconced in university teaching. The emergent themes from these interviews are used to address the question of what are student perceptions of the experience and value of death education. They also enable me to critically examine existing academic assumptions associated with dealing with emotive topics in the classroom and provide reflections on the extent of universities' and lecturers' duty of care in such settings.
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