Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation

Journal of Mathematics Teacher Education - Given the scarcity of studies explicitly exploring the often tacit assumption that teachers’ content knowledge (CK) is pre-requisite of pedagogical...     

Continuing professional development: pedagogical practices of interprofessional simulation in health care

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.     

Great expectations: a critical perspective on Open Educational Resources in Brazil

ABSTRACT

Nearly two decades have passed since the Open Educational Resources (OER) movement was launched. Its success in Brazil can be illustrated with the establishment of a UNESCO Chair in Open Education in 2014, in one of the country’s most prestigious universities. Crucially, OER were included in the 2014–2024 National Education Plan, a key piece of national educational legislation, as a category of educational technologies framed as tools. Assuming metaphors such as this play a key role in the ways we think, speak and act, this article presents a critical perspective on OER in Brazil. Examining the implications of the main metaphors used to construe OER in local media and academic sources, the text argues that these metaphors reflect hegemonic discourses on educational technology, concealing the non-neutrality of technological artefacts, obscuring issues concerning curriculum and pedagogy, and overlooking actual local needs. The article discusses issues concerning local OER advocacy, positioned in respect to specificities of a context where education, albeit a constitutionally established right, may be poised to undergo radical changes in the near future.     

Career Dilemmas in Career Counseling Groups: Theoretical and Practical Issues

A career dilemma is a hypothetical or real situation in which a character is confronted with several career options each of which has advantages and disadvantages. The main purpose of presenting and discussing a dilemma in career counseling groups is to confront several appraisals of the situation in order to promote more complex thinking about career choices. Another important aim of this technique is to enhance interaction between group members and to analyze similar career dilemmas that the group participants have experienced in the past. The use of the discussion of career dilemmas is described, especially the role of the career counselor, and some suggestions for future research are presented.     

Peer Review in Education: Promoting Collaboration, Written Expression, Critical Thinking, and Professional Responsibility

This article discusses the application of the peer review process as a pedagogical instrument for the promotion of written expression, collaborative work, critical thinking, and professional responsibility among Informatics and Engineering majors. The approach is introduced with a motivation, followed by a discussion about common principles of current learning paradigms and the peer review process. This work is being conducted in Brazil, where we intend to promote a learning paradigm shift through the application of peer review in education. A framework for this application is outlined, together with an account of results from experiences and a discussion about the skills that this approach exercises, especially with regard to widely accepted curricula and codes of ethics and professional conduct. Further research and development efforts are conjectured.     

Scales of political action and social movements in education: the case of the Brazilian Black Movement and Law 10.639

This paper examines social coordination by the Brazilian Black Movement in the area of Brazilian education. It explains how these developments relate to the construction of race-based public education policies in the country. Focus goes to the process of creation and implementation of law 10.639 in Brazilian Basic education. Using the concept ‘diffuse governance’, the argument is made that at present it are the multiple actions by the Brazilian Black Movement, in diverse arenas of dispute, and interacting with a range of actors, that enable us to understand the social coordination/regulation in the process of constructing and implementing Law 10.639.     

Three cases of hybridity in learning spaces: Towards a design for a Zone of Possibility

The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section “Research Questions.” To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as “successful communication” and an understanding of social context in hybrid contexts (ie, the ZoP).