Teaching skills and techniques Books

Book SynopsisWhat does the best teacher education program look like? How should we look at the area of attracting the best teachers at teacher education program and at the schools? How should we look at the area of recruitment into teacher education at different stages of a teacher’s career and into the teaching profession? This book answers these questions, demonstrating that policy, professionalism, and pedagogy are integral to the development of the best teachers that our students deserve. The empirical quantitative and qualitative studies and narratives presented in this volume show that strong analyses are needed to drive decisions on policy and practice. Contributors are: Tania Alonso-Sainz, Satya Samhita Balanagu, Aimie Brennan, Angela Canny, Bee Leng Chua, Stefanie Yen Leng Chye, Kurt Clausen, Melanie Ní Dhuinn, Reina Ferrández-Berrueco, Maria Assunção Flores, Marilde Queiroz Guedes, Rosalyn Hyde, Tandeep Kaur, Mary Knight, Jennifer Liston, Erika Löfström, Ee Ling Low, Joanna Madalinska-Michalak, Suzanne O’Keeffe, Diana Petrarca, Mark Prendergast, Lucía Sánchez-Tarazaga, Paola Sangster, Bianca Thoilliez, Luís Tinoca and Shirley Van Nuland.Table of ContentsPreface List of Figures and Tables Notes on Contributors Introduction: Recruiting and Educating the Best Teachers  Joanna Madalinska-Michalak, Maria Assunção Flores, Ee Ling Low and Shirley Van Nuland PART 1: Policy in Recruiting and Educating the Best Teachers 1 Policy and Quality: Comparing National Level Influences on the Professional Status, Initial Education, Recruitment and Transition into Work of Teachers  Joanna Madalinska-Michalak, Maria Assunção Flores and Erika Löfström 2 Power and Policy: Recruiting and Educating the Best Teachers Using Empowering Research Designs  Suzanne O’Keeffe 3 National Teacher Education Policies and Their Alignment with International Guidelines: Examples from Brazil and Portugal  Marilde Queiroz Guedes and Luís Tinoca 4 France as a Deviating Case from Global Reforms on Teacher Recruitment  Tania Alonso-Sainz and Bianca Thoilliez 5 Teacher Competences and Professional Identity under Construction: Initial Teacher Education for Secondary School Teachers in Spain  Lucía Sánchez-Tarazaga and Reina Ferrández-Berrueco 6 Addressing the Gender Gap in Primary Education in Scotland: Where Are We and Where Should We Be Going?  Mary Knight and Paola Sangster PART 2: Developing and Educating the Best Teachers: Pedagogy and Professionalism 7 The (Re)shaping and (Re)constructing of Teacher Education in Ontario, Canada  Shirley Van Nuland, Kurt Clausen and Diana Petrarca 8 Rethinking Employment-Led Teacher Preparation as Apprenticeship  Rosalyn Hyde 9 The Position of Foundation Studies in Teacher Education: A Policy-Practice Disconnect  Aimie Brennan and Angela Canny 10 Rethinking Teacher Education in the Singapore Context  Ee Ling Low 11 Digital Portfolios in Teacher Education: Development of Future-Ready Autonomous Thinking Teachers  Stefanie Yen Leng Chye, Bee Leng Chua and Satya Samhita Balanagu 12 Exploring Reflective Practice in an Initial Teacher Education Program in Ireland  Jennifer Liston, Melanie Ní Dhuinn, Mark Prendergast and Tandeep Kaur Lessons Learnt: Recruiting and Educating the Best Teachers: Policy, Professionalism and Pedagogy  Joanna Madalinska-Michalak, Maria Assunção Flores, Ee Ling Low and Shirley Van Nuland Index

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Book SynopsisThis book is about the reflective journey of Sharada Gade, a teacher-practitioner who turned into a researcher-practitioner. The book holds many lessons, as the author talks about her collaboration with teachers and her experience in coauthoring research reports with them. She also discusses how to teach and implement instructional interventions. This practical knowledge is supported by perspectives from cultural historical activity theory (CHAT). Such a stance offers conceptual clarity to the book's lessons by drawing from across continents, institutions and academic fields. The culmination of these efforts makes for fascinating reading, one that sheds much needed theoretical-practical light for practitioners to take transformative action in their own classrooms.Table of ContentsPreface List of Figures and Tables 1 Introducing This Book: Arts-and-Science-in-the-Making  1 Preamble  2 Human Action  3 Cultivating Humanity  4 Human Transformation  5 Artistic Imagination  6 Humanistic Mathematics  7 Arts-and-Science-in-the-Making: Coda 2 Classroom Teaching: Schools Are for Teachers Too  1 Preamble  2 Where the Mind Is without Fear  3 Human Beings Who Are Integrated  4 The Rollercoaster of Teaching  5 Personal Practical Knowledge  6 Vygotsky in Educational Psychology  7 Schools Are for Teachers Too: Coda 3 Doctoral Research: Ascending to the Concrete  1 Preamble  2 Cooperative Learning | zpd  3 Collaborative Classroom Practice  4 Cultural Tools | Development | Methodology  5 Artefacts | Mediated Action | Mediated Agency  6 Activity | as Unit of Analysis  7 Ascending to the Concrete: Coda 4 Wider CHAT Research: From Activity to Directivity  1 Preamble  2 Making Human Beings Human  3 Situated Learning  4 Functional Approach to Literacy  5 Funds of Knowledge  6 Rousing Minds to Life  7 From Activity to Directivity: Coda 5 Practitioner Research: Art and Life Are Not One  1 Preamble  2 Narrative Research  3 Action Research  4 Teacher Research  5 Life History Research  6 Person Centric Research  7 Art and Life Are Not One: Coda 6 Pedagogical Perspectives: The Tone of Teaching  1 Preamble  2 Contexts for Local Change  3 Lads and Ear’oles  4 Socio-Institutional Pedagogy  5 Pedagogical Categories  6 Leading Activity across Ages  7 The Tone of Teaching: Coda 7 Critical Perspectives: Dialectical Inquiry  1 Preamble  2 Critical Consciousness  3 Critical Ontology for Teachers  4 Hidden Curriculum of Work  5 Research as Praxis  6 Research as Bricolage  7 Dialectical Inquiry: Coda 8 Curriculum Studies: Schooling Is a Bold and Risky Means  1 Preamble  2 Teacher as Artist Is Researcher  3 Deliberating the Practical  4 Arts in Education  5 Cases – Portfolios – Tasks  6 Taking Intelligent Action  7 Schooling Is a Bold and Risky Means: Coda 9 Taking Transformative Action: Gaining from Triangulation  1 Preamble  2 Relational Knowing | The Equal to Sign  3 Relational Agency | Problem Posing  4 Cogenerative Dialogue | Making Measurements  5 Expansive Learning | Meaningful Activities  6 Forests and Trees | A Multilectic  7 Gaining from Triangulation: Coda 10 Epilogue: Practitioner-as-Artist-and-Scientist  1 Preamble  2 Promising CHAT Avenues  3 Short Summary of Key Findings  4 Nature of Action, Theory and Dialectic at Play  5 Practitioner-as-Artist-and-Scientist: Coda Subject Index Author Index

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Book SynopsisThis book is about the reflective journey of Sharada Gade, a teacher-practitioner who turned into a researcher-practitioner. The book holds many lessons, as the author talks about her collaboration with teachers and her experience in coauthoring research reports with them. She also discusses how to teach and implement instructional interventions. This practical knowledge is supported by perspectives from cultural historical activity theory (CHAT). Such a stance offers conceptual clarity to the book's lessons by drawing from across continents, institutions and academic fields. The culmination of these efforts makes for fascinating reading, one that sheds much needed theoretical-practical light for practitioners to take transformative action in their own classrooms.Table of ContentsPreface List of Figures and Tables 1 Introducing This Book: Arts-and-Science-in-the-Making  1 Preamble  2 Human Action  3 Cultivating Humanity  4 Human Transformation  5 Artistic Imagination  6 Humanistic Mathematics  7 Arts-and-Science-in-the-Making: Coda 2 Classroom Teaching: Schools Are for Teachers Too  1 Preamble  2 Where the Mind Is without Fear  3 Human Beings Who Are Integrated  4 The Rollercoaster of Teaching  5 Personal Practical Knowledge  6 Vygotsky in Educational Psychology  7 Schools Are for Teachers Too: Coda 3 Doctoral Research: Ascending to the Concrete  1 Preamble  2 Cooperative Learning | zpd  3 Collaborative Classroom Practice  4 Cultural Tools | Development | Methodology  5 Artefacts | Mediated Action | Mediated Agency  6 Activity | as Unit of Analysis  7 Ascending to the Concrete: Coda 4 Wider CHAT Research: From Activity to Directivity  1 Preamble  2 Making Human Beings Human  3 Situated Learning  4 Functional Approach to Literacy  5 Funds of Knowledge  6 Rousing Minds to Life  7 From Activity to Directivity: Coda 5 Practitioner Research: Art and Life Are Not One  1 Preamble  2 Narrative Research  3 Action Research  4 Teacher Research  5 Life History Research  6 Person Centric Research  7 Art and Life Are Not One: Coda 6 Pedagogical Perspectives: The Tone of Teaching  1 Preamble  2 Contexts for Local Change  3 Lads and Ear’oles  4 Socio-Institutional Pedagogy  5 Pedagogical Categories  6 Leading Activity across Ages  7 The Tone of Teaching: Coda 7 Critical Perspectives: Dialectical Inquiry  1 Preamble  2 Critical Consciousness  3 Critical Ontology for Teachers  4 Hidden Curriculum of Work  5 Research as Praxis  6 Research as Bricolage  7 Dialectical Inquiry: Coda 8 Curriculum Studies: Schooling Is a Bold and Risky Means  1 Preamble  2 Teacher as Artist Is Researcher  3 Deliberating the Practical  4 Arts in Education  5 Cases – Portfolios – Tasks  6 Taking Intelligent Action  7 Schooling Is a Bold and Risky Means: Coda 9 Taking Transformative Action: Gaining from Triangulation  1 Preamble  2 Relational Knowing | The Equal to Sign  3 Relational Agency | Problem Posing  4 Cogenerative Dialogue | Making Measurements  5 Expansive Learning | Meaningful Activities  6 Forests and Trees | A Multilectic  7 Gaining from Triangulation: Coda 10 Epilogue: Practitioner-as-Artist-and-Scientist  1 Preamble  2 Promising CHAT Avenues  3 Short Summary of Key Findings  4 Nature of Action, Theory and Dialectic at Play  5 Practitioner-as-Artist-and-Scientist: Coda Subject Index Author Index

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Book SynopsisThis volume, created by seventeen interdisciplinary authors, brings together pioneering practices that introduce arts into education in Japan. The field of research ranges from kindergarten, primary and secondary school to liberal arts and postgraduate courses at university. The chapters cover both formal and informal settings, such as museums and after school programs. The genres of art include visual art, performance, dance, vocal music, and drama. Arts-based or arts-inspired methods help students’ artistic inquiry through creative or performative practices, leading to new findings that might not otherwise be described. Artistic practice makes students reflect on their own bodies, emotions, feelings, ways of life, and relationships with others, which leads to creative thinking. The volume is based on three new trends in art and education: 1) the development of Arts-Based Research in Japan since its introduction from abroad; 2) the introduction of art practice into academic research in various disciplines and diverse educational settings; and 3) the new trend in drama education and theatrical performance in Japan. Each chapter inspires and provokes discussion among researchers and practitioners in various educational settings on the future direction of art education in Japan and around the world.Table of ContentsPreface List of Figures and Tables 1 Art = Research: Inquiry in Creative Practice  Kayoko Komatsu and Ryoji Namai 2 Arts-Based Research Practices in Sociology: Undergraduate and Graduate Degree Education  Masayuki Okahara and Alena Prusakova 3 What Arts-Based Research and A/r/tography Allow for Art Education in Teacher Training and Education in Japan  Koichi Kasahara 4 ABR by Learners in Liberal Arts: A Case Study of Artist Eiko Otake’s “Delicious Movement”  Yuka Hayashi and Takeshi Okada 5 Exploring as an Artist: A Study of a Practical Arts Course for Non-Arts-Major Students at a Japanese University  Kikuko Takagi and Shijun Wang 6 Constructing Design Guidelines for a Creation-Focused Contemporary Dance Educational Program for Non-Dance Majors  Yuko Nakano and Takeshi Okada 7 Music-Based/Inspired Scientific Research and Liberal Arts Education  Kazutoshi Kudo and Kiyomi Toyoda 8 Developing University Students’ Creativity through Participation in Art Projects  Takumitsu Agata and Shingo Jinno 9 The Possibility of Museum Theatre in Japan: From Hands-on to “Minds-on” through Drama Work  Yuriko Kobayashi 10 Why Can Girls Perform as Boys But Boys Reject Performing as Girls? Mapping Affects in Gender Crossing through Theater Performance in Japan  Yuko Kawashima 11 Drama Workshop with Scenario-Writing for Transnational Children: What They Know in Their Everyday and School Lives  Hiroaki Ishiguro Index

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Book SynopsisThis volume, created by seventeen interdisciplinary authors, brings together pioneering practices that introduce arts into education in Japan. The field of research ranges from kindergarten, primary and secondary school to liberal arts and postgraduate courses at university. The chapters cover both formal and informal settings, such as museums and after school programs. The genres of art include visual art, performance, dance, vocal music, and drama. Arts-based or arts-inspired methods help students’ artistic inquiry through creative or performative practices, leading to new findings that might not otherwise be described. Artistic practice makes students reflect on their own bodies, emotions, feelings, ways of life, and relationships with others, which leads to creative thinking. The volume is based on three new trends in art and education: 1) the development of Arts-Based Research in Japan since its introduction from abroad; 2) the introduction of art practice into academic research in various disciplines and diverse educational settings; and 3) the new trend in drama education and theatrical performance in Japan. Each chapter inspires and provokes discussion among researchers and practitioners in various educational settings on the future direction of art education in Japan and around the world.Table of ContentsPreface List of Figures and Tables 1 Art = Research: Inquiry in Creative Practice  Kayoko Komatsu and Ryoji Namai 2 Arts-Based Research Practices in Sociology: Undergraduate and Graduate Degree Education  Masayuki Okahara and Alena Prusakova 3 What Arts-Based Research and A/r/tography Allow for Art Education in Teacher Training and Education in Japan  Koichi Kasahara 4 ABR by Learners in Liberal Arts: A Case Study of Artist Eiko Otake’s “Delicious Movement”  Yuka Hayashi and Takeshi Okada 5 Exploring as an Artist: A Study of a Practical Arts Course for Non-Arts-Major Students at a Japanese University  Kikuko Takagi and Shijun Wang 6 Constructing Design Guidelines for a Creation-Focused Contemporary Dance Educational Program for Non-Dance Majors  Yuko Nakano and Takeshi Okada 7 Music-Based/Inspired Scientific Research and Liberal Arts Education  Kazutoshi Kudo and Kiyomi Toyoda 8 Developing University Students’ Creativity through Participation in Art Projects  Takumitsu Agata and Shingo Jinno 9 The Possibility of Museum Theatre in Japan: From Hands-on to “Minds-on” through Drama Work  Yuriko Kobayashi 10 Why Can Girls Perform as Boys But Boys Reject Performing as Girls? Mapping Affects in Gender Crossing through Theater Performance in Japan  Yuko Kawashima 11 Drama Workshop with Scenario-Writing for Transnational Children: What They Know in Their Everyday and School Lives  Hiroaki Ishiguro Index

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Book SynopsisIn this book, Judith Norris presents a theoretical model that demonstrates a new approach to understanding how school leaders respond to conflicting expectations and demands. The idea of sensemaking and sensegiving is theoretically interesting and allows the reader to focus on how school leaders make sense, but also how they give sense to others in the complex conditions that educators now must negotiate. Like the Eucalyptus tree, educational leaders must adapt to their contradictory environments. Written in the most accessible way, the theory and its application will likely appeal not only to researchers, but also to teachers and school administrators. Norris has created a real applicability to school leadership in various international contexts.Trade Review"In closing, I want to express appreciation to Judith Norris for bringing attention to the complex, dynamic, and sometimes volatile demands placed on school leaders and for developing a theoretical model for principals to manage their often-competing professional expectations. [...] Norris’s synthesis of the psycho-social processes of sensemaking and sensegiving, and their integration with related leadership and behavioral theories, offers a framework for leaders to manage their challenging conditions." – Jennifer Martin Flewelling, Assistant Professor of education at Endicott CollegeTable of ContentsPreface Acknowledgments List of Figures, Tables and Memos List of Abbreviations About the Author  1 Background 1 All in the Same Field  1 The Need for This Book  2 Purpose and Aims  3 Metaphors  4 Ecology and the Human Condition  5 The Eucalyptus Tree—Its Attraction  6 Australian Indigenous Peoples’ Reciprocity with Trees  7 Going Forward 2 Problem, Trigger, Conjectures  1 The Underpinnings of the Model  2 The Theoretical Model  3 Core Category 1: Making Sense  4 Core Category 2: Giving Sense  5 Relationship between Making Sense and Giving Sense 3 Problem Re-namers  1 Sensemaking  2 Sensegiving  3 Sensebreaking  4 School Leaders’ Sensemaking and Sensegiving in Accountable Times  5 The Theory of Planned Behaviour  6 Application of Leadership to the Theory of Planned Behaviour (TPB)  7 Bringing the Re -namers Together 4 Context: Not Everything, But Something  1 Impact of Public Purpose on School Leaders’ Work  2 Global Actors Impact on School Leaders’ Work  3 National Actors Impact on School Leaders’ Work  4 State and Jurisdictional Actors  5 Secondary Schools in Australia: Changing Times  6 Faith-Based: Dual Bind or Single Resolve?  7 Principals’ Interpretations of Their Accountability: Clashing Times  8 Policy to Practice Gap  9 School Leader Identity Formation 5 Educational Accountability: New Normal or Site of Struggle?  1 Introducing Educational Accountability  2 The New Normal: Site of Struggle?  3 Typology of Accountability in Education  4 Defining Educational Accountability  5 Rationale for Accountability in Australian Schools  6 The Mechanisms  7 Accountability Stakes Drive into the Hearts of Educators  8 Efffects of Educational Accountability on School Leaders 6 ‘… Somehow Frame Accountability to Make Sense of It’  1 Contextualising  2 Prioritising Referents: Account for What, to Whom and How  3 Anomaly: Terence Prioritises Performance Results  4 Anomaly: Prioritising the DeCourcy Instrument of Analysis  5 Anomaly: The School System Expectations  6 Conceptualising 7 The Lady of Light  1 Sensegiving Acts: Persuading Teachers  2 Anomaly: Principals Manage Demands by ‘Cherry Picking’  3 Anomaly: Principals Manage Demands through Target Setting  4 Sensegiving Acts: Enacting the Leader Learner Identity  5 Sensegiving Acts: Creating Cultures of Coherence  6 Anomaly: Aspiring for Grades as Brilliance  7 Anomaly: Principals Set Performance Results as Targets  8 Sense Leaders: Sammy, Charmaine, Barry, and Leonie 8 Not How It Is, But How I See It Is  1 Not How It Is, But How I See It Is  2 Constraining, an Authoring Act  3 School Leaders Framing Their External Demands 9 Credibility, Persuasion and Coherence  1 Persuasive Devices: Narratives, Metaphors and Mantras  2 Sensegiving Act of Articulating a Vision for Learning  3 Sensegiving Act of Modelling Expertise  4 Sensegiving Act of Facilitating Professional Learning Conversations  5 Sensegiving Act: Reconciliation  6 Sensegiving Act: Leaders Creating Coherence  7 School Leaders Give Sense by Articulating Perspective  8 Two Moderating Factors of School Leaders’ Sensegiving  9 Theoretical Relationship between Leaders’ Sensemaking and Sensegiving 10 Sense Leaders: Ready for Any Catastrophe  1 Eucaus Announces Nation -Wide Testing  2 The Theoretical ELM in Situ  3 Contributing to Further Research  4 Implications and Recommendations  5 Researching into the Future  6 A Metaphor for School Leaders’ Sensemaking and Sensegiving  7 Closing Remarks References Index

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Book SynopsisIn this book, Judith Norris presents a theoretical model that demonstrates a new approach to understanding how school leaders respond to conflicting expectations and demands. The idea of sensemaking and sensegiving is theoretically interesting and allows the reader to focus on how school leaders make sense, but also how they give sense to others in the complex conditions that educators now must negotiate. Like the Eucalyptus tree, educational leaders must adapt to their contradictory environments. Written in the most accessible way, the theory and its application will likely appeal not only to researchers, but also to teachers and school administrators. Norris has created a real applicability to school leadership in various international contexts.Trade Review"In closing, I want to express appreciation to Judith Norris for bringing attention to the complex, dynamic, and sometimes volatile demands placed on school leaders and for developing a theoretical model for principals to manage their often-competing professional expectations. [...] Norris’s synthesis of the psycho-social processes of sensemaking and sensegiving, and their integration with related leadership and behavioral theories, offers a framework for leaders to manage their challenging conditions." – Jennifer Martin Flewelling, Assistant Professor of education at Endicott CollegeTable of ContentsPreface Acknowledgments List of Figures, Tables and Memos List of Abbreviations About the Author  1 Background 1 All in the Same Field  1 The Need for This Book  2 Purpose and Aims  3 Metaphors  4 Ecology and the Human Condition  5 The Eucalyptus Tree—Its Attraction  6 Australian Indigenous Peoples’ Reciprocity with Trees  7 Going Forward 2 Problem, Trigger, Conjectures  1 The Underpinnings of the Model  2 The Theoretical Model  3 Core Category 1: Making Sense  4 Core Category 2: Giving Sense  5 Relationship between Making Sense and Giving Sense 3 Problem Re-namers  1 Sensemaking  2 Sensegiving  3 Sensebreaking  4 School Leaders’ Sensemaking and Sensegiving in Accountable Times  5 The Theory of Planned Behaviour  6 Application of Leadership to the Theory of Planned Behaviour (TPB)  7 Bringing the Re -namers Together 4 Context: Not Everything, But Something  1 Impact of Public Purpose on School Leaders’ Work  2 Global Actors Impact on School Leaders’ Work  3 National Actors Impact on School Leaders’ Work  4 State and Jurisdictional Actors  5 Secondary Schools in Australia: Changing Times  6 Faith-Based: Dual Bind or Single Resolve?  7 Principals’ Interpretations of Their Accountability: Clashing Times  8 Policy to Practice Gap  9 School Leader Identity Formation 5 Educational Accountability: New Normal or Site of Struggle?  1 Introducing Educational Accountability  2 The New Normal: Site of Struggle?  3 Typology of Accountability in Education  4 Defining Educational Accountability  5 Rationale for Accountability in Australian Schools  6 The Mechanisms  7 Accountability Stakes Drive into the Hearts of Educators  8 Efffects of Educational Accountability on School Leaders 6 ‘… Somehow Frame Accountability to Make Sense of It’  1 Contextualising  2 Prioritising Referents: Account for What, to Whom and How  3 Anomaly: Terence Prioritises Performance Results  4 Anomaly: Prioritising the DeCourcy Instrument of Analysis  5 Anomaly: The School System Expectations  6 Conceptualising 7 The Lady of Light  1 Sensegiving Acts: Persuading Teachers  2 Anomaly: Principals Manage Demands by ‘Cherry Picking’  3 Anomaly: Principals Manage Demands through Target Setting  4 Sensegiving Acts: Enacting the Leader Learner Identity  5 Sensegiving Acts: Creating Cultures of Coherence  6 Anomaly: Aspiring for Grades as Brilliance  7 Anomaly: Principals Set Performance Results as Targets  8 Sense Leaders: Sammy, Charmaine, Barry, and Leonie 8 Not How It Is, But How I See It Is  1 Not How It Is, But How I See It Is  2 Constraining, an Authoring Act  3 School Leaders Framing Their External Demands 9 Credibility, Persuasion and Coherence  1 Persuasive Devices: Narratives, Metaphors and Mantras  2 Sensegiving Act of Articulating a Vision for Learning  3 Sensegiving Act of Modelling Expertise  4 Sensegiving Act of Facilitating Professional Learning Conversations  5 Sensegiving Act: Reconciliation  6 Sensegiving Act: Leaders Creating Coherence  7 School Leaders Give Sense by Articulating Perspective  8 Two Moderating Factors of School Leaders’ Sensegiving  9 Theoretical Relationship between Leaders’ Sensemaking and Sensegiving 10 Sense Leaders: Ready for Any Catastrophe  1 Eucaus Announces Nation -Wide Testing  2 The Theoretical ELM in Situ  3 Contributing to Further Research  4 Implications and Recommendations  5 Researching into the Future  6 A Metaphor for School Leaders’ Sensemaking and Sensegiving  7 Closing Remarks References Index

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Book SynopsisThis volume is an innovative, practical contribution to the developing field of qualitative research pedagogy. It is also applicable more broadly to the active teaching in higher education. Based upon constructionist tenets, this book contains three parts that offer strategies and approaches to actively engage students in qualitative inquiry. Chapter authors with roots in six countries (United States, Lithuania, Canada, Israel, China and Russia) offer practical and creative strategies and theoretical foundations for engaging students in active learning of research. The book will be of interest for instructors who wish to enhance their pedagogy and creativity in teaching, and for students who will appreciate the inclusion of students’ assignments and authentic scenarios through which instructors support students in student learning and doing of qualitative research.Table of ContentsPreface  Janet C. Richards and Audra Skukauskaitė List of Figures and Tables Notes on Contributors Introduction: Learning How Learners Learn Qualitative Research  Ron Chenail PART 2: Conceptualizing and (Re)Designing Qualitative Pedagogies Introduction to Part 1  Janet C. Richards, Audra Skukauskaitė and Ron Chenail 1 Untangling Constructionisms: Social Constructions of Qualitative Research Pedagogies  Daniel Edelen and Audra Skukauskaitė 2 Getting out of the Armchair in Qualitative Research: A Constructivist Approach  Lynn Butler-Kisber and Nicole Bourassa 3 Creating Collaborative Classroom Climate in Qualitative Research Methods Courses  Liora Nutov 4 Design, Delivery, and Evaluation of a Synchronous, Online Qualitative Methods Course: A Collaborative Response to COVID-19  Janet C. Richards and Christy Bebeau PART 2: Arts-Based Practices in the Teaching of Qualitative Research Introduction to Part 2  Janet C. Richards, Audra Skukauskaitė and Ron Chenail 5 Incorporating the Arts to Evoke Qualitative Students’ Axiological Values That Influence All Phases of Interpretive Inquiry  Janet C. Richards (with Alyssa Batastini, Huiruo Chen, Michelle Angelo-Rocha and Kristen Fung) 6 Constructing Knowledge about Teaching and Learning Qualitative Methods through Reflections on Collages of Students’ Potential Research Topics  Rūta Girdzijauskienė and Liudmila Rupšienė 7 Using Sequential Art of a Comic Strip to Explore the Teaching and Learning Qualitative Research  Nicole Narkiewicz and Audra Skukauskaitė 8 “I See What You Mean”: Constructing and Sharing Visuals for Enhanced Data Analysis and Interpretation  Melissa M. Tovin and Jason E. Cook PART 3: Collaboration and Reflection in Teaching, Learning, and Practicing Qualitative Research Introduction to Part 3  Janet C. Richards, Audra Skukauskaitė and Ron Chenail 9 Teaching Interviewing in Qualitative Research: Learning from Cinematic Society  Kathryn Roulston and Brigette Adair Herron 10 Locating Tensions: A Reflective Inquiry of the Value of Interactive Role-Playing and Reflection to Promote Qualitative Students’ Interviewing Skills  Alisha M. B. Braun and Anna Gonzalez-Pliss 11 Strategies for Collaborative Classroom Practice in Qualitative Data Analysis  Sheryl L. Chatfield and Kristen A. DeBois PART 4: Re-Making Community 12 “What I’ve Learned in This Class, I’ve Learned from All of You”: Supporting Students Becoming Qualitative Researchers through Social Constructionist Pedagogy  Audra Skukauskaitė, Courtney Lopas, Daniel Edelen, Lybrya Kebreab and Lakelyn Taylor

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Book SynopsisThis volume is an innovative, practical contribution to the developing field of qualitative research pedagogy. It is also applicable more broadly to the active teaching in higher education. Based upon constructionist tenets, this book contains three parts that offer strategies and approaches to actively engage students in qualitative inquiry. Chapter authors with roots in six countries (United States, Lithuania, Canada, Israel, China and Russia) offer practical and creative strategies and theoretical foundations for engaging students in active learning of research. The book will be of interest for instructors who wish to enhance their pedagogy and creativity in teaching, and for students who will appreciate the inclusion of students’ assignments and authentic scenarios through which instructors support students in student learning and doing of qualitative research.Table of ContentsPreface  Janet C. Richards and Audra Skukauskaitė List of Figures and Tables Notes on Contributors Introduction: Learning How Learners Learn Qualitative Research  Ron Chenail PART 2: Conceptualizing and (Re)Designing Qualitative Pedagogies Introduction to Part 1  Janet C. Richards, Audra Skukauskaitė and Ron Chenail 1 Untangling Constructionisms: Social Constructions of Qualitative Research Pedagogies  Daniel Edelen and Audra Skukauskaitė 2 Getting out of the Armchair in Qualitative Research: A Constructivist Approach  Lynn Butler-Kisber and Nicole Bourassa 3 Creating Collaborative Classroom Climate in Qualitative Research Methods Courses  Liora Nutov 4 Design, Delivery, and Evaluation of a Synchronous, Online Qualitative Methods Course: A Collaborative Response to COVID-19  Janet C. Richards and Christy Bebeau PART 2: Arts-Based Practices in the Teaching of Qualitative Research Introduction to Part 2  Janet C. Richards, Audra Skukauskaitė and Ron Chenail 5 Incorporating the Arts to Evoke Qualitative Students’ Axiological Values That Influence All Phases of Interpretive Inquiry  Janet C. Richards (with Alyssa Batastini, Huiruo Chen, Michelle Angelo-Rocha and Kristen Fung) 6 Constructing Knowledge about Teaching and Learning Qualitative Methods through Reflections on Collages of Students’ Potential Research Topics  Rūta Girdzijauskienė and Liudmila Rupšienė 7 Using Sequential Art of a Comic Strip to Explore the Teaching and Learning Qualitative Research  Nicole Narkiewicz and Audra Skukauskaitė 8 “I See What You Mean”: Constructing and Sharing Visuals for Enhanced Data Analysis and Interpretation  Melissa M. Tovin and Jason E. Cook PART 3: Collaboration and Reflection in Teaching, Learning, and Practicing Qualitative Research Introduction to Part 3  Janet C. Richards, Audra Skukauskaitė and Ron Chenail 9 Teaching Interviewing in Qualitative Research: Learning from Cinematic Society  Kathryn Roulston and Brigette Adair Herron 10 Locating Tensions: A Reflective Inquiry of the Value of Interactive Role-Playing and Reflection to Promote Qualitative Students’ Interviewing Skills  Alisha M. B. Braun and Anna Gonzalez-Pliss 11 Strategies for Collaborative Classroom Practice in Qualitative Data Analysis  Sheryl L. Chatfield and Kristen A. DeBois PART 4: Re-Making Community 12 “What I’ve Learned in This Class, I’ve Learned from All of You”: Supporting Students Becoming Qualitative Researchers through Social Constructionist Pedagogy  Audra Skukauskaitė, Courtney Lopas, Daniel Edelen, Lybrya Kebreab and Lakelyn Taylor

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Book SynopsisTeaching and learning are profoundly personal experiences, yet systems of education often prioritize disembodied and decontextualized approaches that continue the historical marginalization of the lives they seek to represent. Re/centring teachers and learners places individuals at the heart of education and, in so doing, re/positions knowledge as contextual and constructivist. This approach, at once pedagogical and practical, has the capacity to transform the classroom from a place too often characterized by what is missing to a place of presence. Through critical, qualitative, creative, and arts-integrated approaches, this collection explores the co-curricular capacity of lived experience to re/centre human being in education.Table of ContentsForeword  Celeste Nazeli Snowber Acknowledgment Notes on Contributors 1 Living and Being with/in Education  Ellyn Lyle and Chantelle Caissie 2 The Gifting of Feather: A Kaleidoscopic Visioning to Reanimate Learning  alexandra fidyk and darlene st. georges 3 The Monarch Lecture  Alysha J. Farrell 4 “We Are Not Seen as Human”: Re/telling Stories of Dis/citizenship  Muna Saleh 5 A Pedagogy of Relatedness: Braiding Re(story)ative Co-inquiry through Métissage  Hilary Leighton 6 Currere as a Wayfinding Process of Writing the Learning Self  Lucrécia Raquel Fuhrmann 7 (Re)centring Our Presence in Education with Story: Experiences of Ts’élî Iskwew and Dinjii Zhuh Scholars  Anita Lafferty and Crystal Gail Fraser 8 Feeling Connection and Belonging: Factors for Veteran Students’ University Success  Lorrie Miller, Tim Laidler, Eric Lai and Benjamin Hertwig 9 Perform(actively) Sacred: Rehumanizing Learners through Ritualized Embodied Inquiry  Steven Noble 10 Our Relationships with Water: How Student Lived Experience Helps Reorient Inquiry into Water Issues  Carmen Schlamb 11 The Art of Rebraiding: Re/centring Self to Humanize Praxis  Jennifer Blue and Ellyn Lyle 12 Centring the Lives and Lived Experiences of Girls of Colour in Mathematics  Mahtab Nazemi 13 Re/centring Families: Principal as School Landscape Architect  Debbie Pushor and Esther Maeers 14 Freirean Variations: Toward Humanistic Dialogue and Listening in Piano Lessons  Jee Yeon Ryu 15 Re/centring Montage in Artistic | Educational Practices  Natalie Leblanc 16 Awakening Conscious Bodies in Relational Learning/Living Places  Danielle Denichaud, Andrea Nann, Michelle Silagy and Phil Davis 17 Extending Scientific Literacy: A Scientist’s Lived Experiences and Relational Connections through Hula  Poh Tan 18 Situated English Language Learning: Lessons Learned from a Jamaican Inner-city Classroom  Shawnee Hardware and Clement Lambert 19 Ethnodramatic Inqueery: Re/centring Queer Lives and Queer Experiences  Patrick Tomczyk 20 Pedagogy, People, and Place: A Rural Experience  Barbara Gilbert Mulcahy Index

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Book SynopsisTeaching and learning are profoundly personal experiences, yet systems of education often prioritize disembodied and decontextualized approaches that continue the historical marginalization of the lives they seek to represent. Re/centring teachers and learners places individuals at the heart of education and, in so doing, re/positions knowledge as contextual and constructivist. This approach, at once pedagogical and practical, has the capacity to transform the classroom from a place too often characterized by what is missing to a place of presence. Through critical, qualitative, creative, and arts-integrated approaches, this collection explores the co-curricular capacity of lived experience to re/centre human being in education.Table of ContentsForeword  Celeste Nazeli Snowber Acknowledgment Notes on Contributors 1 Living and Being with/in Education  Ellyn Lyle and Chantelle Caissie 2 The Gifting of Feather: A Kaleidoscopic Visioning to Reanimate Learning  alexandra fidyk and darlene st. georges 3 The Monarch Lecture  Alysha J. Farrell 4 “We Are Not Seen as Human”: Re/telling Stories of Dis/citizenship  Muna Saleh 5 A Pedagogy of Relatedness: Braiding Re(story)ative Co-inquiry through Métissage  Hilary Leighton 6 Currere as a Wayfinding Process of Writing the Learning Self  Lucrécia Raquel Fuhrmann 7 (Re)centring Our Presence in Education with Story: Experiences of Ts’élî Iskwew and Dinjii Zhuh Scholars  Anita Lafferty and Crystal Gail Fraser 8 Feeling Connection and Belonging: Factors for Veteran Students’ University Success  Lorrie Miller, Tim Laidler, Eric Lai and Benjamin Hertwig 9 Perform(actively) Sacred: Rehumanizing Learners through Ritualized Embodied Inquiry  Steven Noble 10 Our Relationships with Water: How Student Lived Experience Helps Reorient Inquiry into Water Issues  Carmen Schlamb 11 The Art of Rebraiding: Re/centring Self to Humanize Praxis  Jennifer Blue and Ellyn Lyle 12 Centring the Lives and Lived Experiences of Girls of Colour in Mathematics  Mahtab Nazemi 13 Re/centring Families: Principal as School Landscape Architect  Debbie Pushor and Esther Maeers 14 Freirean Variations: Toward Humanistic Dialogue and Listening in Piano Lessons  Jee Yeon Ryu 15 Re/centring Montage in Artistic | Educational Practices  Natalie Leblanc 16 Awakening Conscious Bodies in Relational Learning/Living Places  Danielle Denichaud, Andrea Nann, Michelle Silagy and Phil Davis 17 Extending Scientific Literacy: A Scientist’s Lived Experiences and Relational Connections through Hula  Poh Tan 18 Situated English Language Learning: Lessons Learned from a Jamaican Inner-city Classroom  Shawnee Hardware and Clement Lambert 19 Ethnodramatic Inqueery: Re/centring Queer Lives and Queer Experiences  Patrick Tomczyk 20 Pedagogy, People, and Place: A Rural Experience  Barbara Gilbert Mulcahy Index

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Book SynopsisAt a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education. In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past. Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.Table of ContentsList of Figures and Tables 1 Introduction  Cathryn Magno, Jamie Lew and Sophia Rodriguez 2 “I Feel Like I Am in-between. I Am Not from Here or There. I Don’t Belong”: Using Ecomaps to Investigate the Relational Spaces of Latinx Im/migrant Teachers in South Carolina  Timothy Monreal 3 Mobility Trajectory Mapping for Researching the Lives and Learning Experiences of Transnational Youth  Valentina Mazzucato, Gladys Akom Ankobrey, Sarah Anschütz, Laura J. Ogden and Onallia Esther Osei 4 Critical (Curricular) Encounters: Lived Curriculum of Belonging for Newcomer Migrant Youth  Sophia Rodriguez, Courtney Douglass and Manny Zapata 5 Urban Refugees and Education Advocacy: A Case of Syrian Refugees and Coalition Building in Urban Education  Jamie Lew and Vania Villanueva 6 “Why Do I Live Here?”: Using Identity Mapping to Explore Embodied Experiences of Racialization  Reva Jaffe-Walter and Iram Khawaja 7 Cognitive Migration through Language: Capturing Linguistic Movement and Barriers in Language Portraits  Anna Becker and Cathryn Magno 8 “Todos Somos Humanos, Danos Una Oportunidad”: Amplifying Voices of Asylum Seekers through Activism Accompaniment  Belinda Hernandez Arriaga and Amy Argenal 9 Legible and Liberating: Methodologies against Governance  Jordan Corson 10 Research Team Composition as Methodology: The Value of Pluri-national Research Teams for Studying Education and Migration  Edmund T. Hamann, Betsabé Román, Juan Sánchez García and Víctor Zúñiga Index

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Book SynopsisAt a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education. In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past. Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.Table of ContentsList of Figures and Tables 1 Introduction  Cathryn Magno, Jamie Lew and Sophia Rodriguez 2 “I Feel Like I Am in-between. I Am Not from Here or There. I Don’t Belong”: Using Ecomaps to Investigate the Relational Spaces of Latinx Im/migrant Teachers in South Carolina  Timothy Monreal 3 Mobility Trajectory Mapping for Researching the Lives and Learning Experiences of Transnational Youth  Valentina Mazzucato, Gladys Akom Ankobrey, Sarah Anschütz, Laura J. Ogden and Onallia Esther Osei 4 Critical (Curricular) Encounters: Lived Curriculum of Belonging for Newcomer Migrant Youth  Sophia Rodriguez, Courtney Douglass and Manny Zapata 5 Urban Refugees and Education Advocacy: A Case of Syrian Refugees and Coalition Building in Urban Education  Jamie Lew and Vania Villanueva 6 “Why Do I Live Here?”: Using Identity Mapping to Explore Embodied Experiences of Racialization  Reva Jaffe-Walter and Iram Khawaja 7 Cognitive Migration through Language: Capturing Linguistic Movement and Barriers in Language Portraits  Anna Becker and Cathryn Magno 8 “Todos Somos Humanos, Danos Una Oportunidad”: Amplifying Voices of Asylum Seekers through Activism Accompaniment  Belinda Hernandez Arriaga and Amy Argenal 9 Legible and Liberating: Methodologies against Governance  Jordan Corson 10 Research Team Composition as Methodology: The Value of Pluri-national Research Teams for Studying Education and Migration  Edmund T. Hamann, Betsabé Román, Juan Sánchez García and Víctor Zúñiga Index

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Book SynopsisThis international collection presents theoretical, empirical and practice-led considerations of what can be envisioned as visual pedagogies, offering classic, creative, and contemporary re-workings of these paradigms. In complementary yet overlapping parts, this book explores understandings of visual pedagogies as learning with, through and/or about images, visual and digital environments, embodied performances and immersive experiences. As visual practices in academia gain momentum, the need to navigate visuality in ways that enhance sensibility and awareness of how/what we observe, analyze, criticize and reflect on in any given moment continues to grow. We understand visual pedagogies as nomadic in the sense that the how and the what of image centered learning is not separable. What does this mean? First it means recognizing pedagogical practices as always already implicated. In other words, the form itself carries its own message. Visual pedagogies respond to, and are actualized within, the cultural contexts in which they are working. At the same time, they carry the possibilities of being taken up in diverse ways beyond one particular context. As living morphing practices, visual pedagogies expand on contextual affordances, while at the same time providing the means of exceeding them. Thus there are folk-literacies in perpetual movement that are producing visual pedagogies where points of traction for theorizing and research can form. These then can be mobilized as springboards for analysis and examination of how visual pedagogies become apparent. This book takes up multiple diverse contexts through an international selection of authors. The parts work to address conceptual, empirical and practical considerations through different emphases, yet in conversation with each other.Table of ContentsForeword: Visual Pedagogy in the Shadow of the Anthropocene  jan jagodzinski Acknowledgements List of Figures and Tables Notes on Contributors Introduction: The Nomadology of Visual Pedagogies  Carolina Cambre, Edna Barromi-Perlman and David Herman Jr. PART 1: Concepts Introduction to Part 1  Carolina Cambre 1 The Power of Showing: A Phenomenological Critique on “Visual” in Visual Pedagogies and Art Education  Taneli Tuovinen 2 Images – Imagination – Imaginaries: Epistemic Organizing and Epistemologies of the Visual  Susanne Maria Weber and Marc-André Heidelmann 3 World Cinema as Placeless Place: The Heterotopic Visual Pedagogy of Parker Tyler’s Classics of the Foreign Film  Gilad Padva 4 Esculent Identities: Towards a Spatial Politics of Be/Longings in Black Visuality  David Herman, Jr. 5 Teaching Can Be a Real Drag (Show); Or, Move over, Sage! That Stage Is Mine: Academic Drag in Theory, Practice, and Prancing  Tommy Mayberry PART 2: Cases Introduction to Part 2  Edna Barromi-Perlman 6 Unfinished and Undisciplined: Cuir and Decolonizing Practices in a Buenos Aires Arts Studio  Alma Scolnik and Claudia Ricca 7 In These Memories: Metaphor, Meaning, and Visual Pedagogy in Appalachian America  Chase Mitchell 8 Visual Mimesis in Youth’s Social Media Practices in Spain  Julián de la Fuente Prieto, Pilar Lacasa Díaz and Rut Martínez-Borda 9 The Role of the Researcher in Challenging Educational Injustice: Using Photovoice with Young Adults with Disabilities in Rural Ethiopia  Susie Miles, Andy Howes and Jana Zehle 10 Photo-Based Facilitation of Migrant Children’s Remembered Narratives within Classroom Interactions  Vittorio Iervese, Claudio Baraldi and Chiara Ballestri PART 3: Practices Introduction to Part 3  David Herman Jr. 11 Unlocking Digital Citizenship with Visual Pedagogy: Teachings from an American Gender Issues in Communication Course  Jennifer Roth Miller 12 Making Mandalas as Expressions of Course Content Comfort: A Process Report and Researcher Interpretation  John L. Plews 13 The Constellation Model: A Mindful Methodology of Research-Creation  Elhem Younes 14 Visualizing Theory: Text-Visualization as a Teaching Practice for Academic Reading in the Humanities  Lívia Barts and Beja Margitházi 15 Mobilizing Internet Memes as Visual Pedagogy  Elysse Deveaux 16 Visualization of Individual and Collective Ill-Structured Problem Schemas  Evelina Jaleniauskienė Index

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Book SynopsisThis international collection presents theoretical, empirical and practice-led considerations of what can be envisioned as visual pedagogies, offering classic, creative, and contemporary re-workings of these paradigms. In complementary yet overlapping parts, this book explores understandings of visual pedagogies as learning with, through and/or about images, visual and digital environments, embodied performances and immersive experiences. As visual practices in academia gain momentum, the need to navigate visuality in ways that enhance sensibility and awareness of how/what we observe, analyze, criticize and reflect on in any given moment continues to grow. We understand visual pedagogies as nomadic in the sense that the how and the what of image centered learning is not separable. What does this mean? First it means recognizing pedagogical practices as always already implicated. In other words, the form itself carries its own message. Visual pedagogies respond to, and are actualized within, the cultural contexts in which they are working. At the same time, they carry the possibilities of being taken up in diverse ways beyond one particular context. As living morphing practices, visual pedagogies expand on contextual affordances, while at the same time providing the means of exceeding them. Thus there are folk-literacies in perpetual movement that are producing visual pedagogies where points of traction for theorizing and research can form. These then can be mobilized as springboards for analysis and examination of how visual pedagogies become apparent. This book takes up multiple diverse contexts through an international selection of authors. The parts work to address conceptual, empirical and practical considerations through different emphases, yet in conversation with each other.Table of ContentsForeword: Visual Pedagogy in the Shadow of the Anthropocene  jan jagodzinski Acknowledgements List of Figures and Tables Notes on Contributors Introduction: The Nomadology of Visual Pedagogies  Carolina Cambre, Edna Barromi-Perlman and David Herman Jr. PART 1: Concepts Introduction to Part 1  Carolina Cambre 1 The Power of Showing: A Phenomenological Critique on “Visual” in Visual Pedagogies and Art Education  Taneli Tuovinen 2 Images – Imagination – Imaginaries: Epistemic Organizing and Epistemologies of the Visual  Susanne Maria Weber and Marc-André Heidelmann 3 World Cinema as Placeless Place: The Heterotopic Visual Pedagogy of Parker Tyler’s Classics of the Foreign Film  Gilad Padva 4 Esculent Identities: Towards a Spatial Politics of Be/Longings in Black Visuality  David Herman, Jr. 5 Teaching Can Be a Real Drag (Show); Or, Move over, Sage! That Stage Is Mine: Academic Drag in Theory, Practice, and Prancing  Tommy Mayberry PART 2: Cases Introduction to Part 2  Edna Barromi-Perlman 6 Unfinished and Undisciplined: Cuir and Decolonizing Practices in a Buenos Aires Arts Studio  Alma Scolnik and Claudia Ricca 7 In These Memories: Metaphor, Meaning, and Visual Pedagogy in Appalachian America  Chase Mitchell 8 Visual Mimesis in Youth’s Social Media Practices in Spain  Julián de la Fuente Prieto, Pilar Lacasa Díaz and Rut Martínez-Borda 9 The Role of the Researcher in Challenging Educational Injustice: Using Photovoice with Young Adults with Disabilities in Rural Ethiopia  Susie Miles, Andy Howes and Jana Zehle 10 Photo-Based Facilitation of Migrant Children’s Remembered Narratives within Classroom Interactions  Vittorio Iervese, Claudio Baraldi and Chiara Ballestri PART 3: Practices Introduction to Part 3  David Herman Jr. 11 Unlocking Digital Citizenship with Visual Pedagogy: Teachings from an American Gender Issues in Communication Course  Jennifer Roth Miller 12 Making Mandalas as Expressions of Course Content Comfort: A Process Report and Researcher Interpretation  John L. Plews 13 The Constellation Model: A Mindful Methodology of Research-Creation  Elhem Younes 14 Visualizing Theory: Text-Visualization as a Teaching Practice for Academic Reading in the Humanities  Lívia Barts and Beja Margitházi 15 Mobilizing Internet Memes as Visual Pedagogy  Elysse Deveaux 16 Visualization of Individual and Collective Ill-Structured Problem Schemas  Evelina Jaleniauskienė Index

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Book SynopsisThis book challenges us to ‘think anew’ about teaching and teacher education. It explores the nature of quality in teaching and teacher education, and addresses emerging and potentially redefining challenges for teaching, learning, and teacher education for our times. At the centre of the discussion are the tenets of education, teaching profession, and a values-centred vision of teacher education. The book is rooted in rich, contemporary research and reflects the context of (post)pandemic practice and a fast-changing policy environment. It provides new understandings on the topic at hand, and it will be useful to readers from across a range of domains and interests concerning teaching, teacher values-education, and professional practice. Contributors are: Ana Isabel Andrade, Björn Åstrand, Helen Caldwell, Stéphane Colognesi, Saraa Salim Dawood, Anna-Barbara du Plessis, Irma Eloff, Maria Assunção Flores, Conor Galvin, A. Lin Goodwin, Qing Gu, Kathy Hall, Carol Hordatt Gentles, Washington Ires Correa, Fawzi Habeeb Jabrail, Panagiotis Kampylis, Daria Khanolainen, Mónica Lourenço, Marilyn Leask, Kay Livingston, Joanna Madalinska-Michalak, Virginie März, Deirbhile Nic Craith, Hannele Pitkänen, Helle Plauborg, Noel Purdy, Felix Senger, Marco Snoek, Vasileios Symeonidis, Gisselle Tur Porres, Heike Wendt, Saraa Younie and Amal Fatah Zedan.Table of ContentsPreface List of Figures and Tables Notes on Contributors Introduction  Joanna Madalinska-Michalak PART 1: Towards the Nature of Quality in Teaching and Teacher Education 1 What Does Quality Teacher Education Mean and How Can the Preparation of Future Teachers Be Quality Assured?  Kay Livingston 2 Unpacking Quality in Teacher Education  Maria Assunção Flores 3 Teacher Quality Driven by Equity and Social Justice: Arguments for an Alternative Values-Centred Vision of Teacher Education  Noel Purdy, Kathy Hall, Daria Khanolainen and Conor Galvin 4 Genealogy of the Ethics of Teacher Self-Evaluation: From Adherence to Norms to Self-Discipline through Self-Evaluation  Hannele Pitkänen 5 Re-thinking the Concept of Classroom Management: Implications for Quality in Future Classroom Management Practices  Helle Plauborg PART 2: Quality Teaching and Teacher Education in Times of Crisis and Uncertainty 6 Teacher Experiences and Practices in the Time of COVID-19: Implications for Understanding Quality in Teaching  Carol Hordatt Gentles, Sarah Younie, Marilyn Leask and Helen Caldwell 7 Developing Emancipatory Online Learning Environments in Quality Teacher Education  Gisselle Tur Porres and Washington Ires Correa 8 Situational Support to Develop the Well-being of Future Teachers: Supporting Sustainable Development Goal 4  Irma Eloff and Anna-Barbara du Plessis 9 Educating for Sustainability and Global Citizenship in Uncertain Times: A Case Study with In-service Teachers in Portugal  Mónica Lourenço and Ana Isabel Andrade 10 Teacher Education in Conflict-Affected Societies: The Case of Mosul University after the Demise of the Islamic State  Vasileios Symeonidis, Felix Senger, Heike Wendt, Amal Fatah Zedan, Saraa Salim Dawood and Fawzi Jebrail Ibrahim PART 3: Strengthening Quality Teaching and Teacher Education: Looking to the Future 11 Teacher Education for the 31st Century? Preparing Teachers for Unknown Futures  A. Lin Goodwin 12 Developing Teachers: A Necessary Condition for Quality Retention  Qing Gu 13 The Teacher, Teacher Careers and Teacher Education: Conditions for a Career Long Dedication and Passion  Marco Snoek 14 Mobilising Policy to Reframe Teaching and Teacher Education in Europe: The European Commission’s Emerging Role within the Teacher Quality Agenda  Conor Galvin, Panagiotis Kampylis, Deirbhile Nic Craith, Joanna Madalinska-Michalak and Noel Purdy 15 Educating about and through Research: The Role of Research in Pre-service Teachers’ Classroom Practices  Stéphane Colognesi and Virginie März 16 Quality in Teaching and Teacher Education: Key Dilemmas and Implications for Research, Policy and Practice  Joanna Madalinska-Michalak, Björn Åstrand and Marco Snoek Index

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Book SynopsisThis book challenges us to ‘think anew’ about teaching and teacher education. It explores the nature of quality in teaching and teacher education, and addresses emerging and potentially redefining challenges for teaching, learning, and teacher education for our times. At the centre of the discussion are the tenets of education, teaching profession, and a values-centred vision of teacher education. The book is rooted in rich, contemporary research and reflects the context of (post)pandemic practice and a fast-changing policy environment. It provides new understandings on the topic at hand, and it will be useful to readers from across a range of domains and interests concerning teaching, teacher values-education, and professional practice. Contributors are: Ana Isabel Andrade, Björn Åstrand, Helen Caldwell, Stéphane Colognesi, Saraa Salim Dawood, Anna-Barbara du Plessis, Irma Eloff, Maria Assunção Flores, Conor Galvin, A. Lin Goodwin, Qing Gu, Kathy Hall, Carol Hordatt Gentles, Washington Ires Correa, Fawzi Habeeb Jabrail, Panagiotis Kampylis, Daria Khanolainen, Mónica Lourenço, Marilyn Leask, Kay Livingston, Joanna Madalinska-Michalak, Virginie März, Deirbhile Nic Craith, Hannele Pitkänen, Helle Plauborg, Noel Purdy, Felix Senger, Marco Snoek, Vasileios Symeonidis, Gisselle Tur Porres, Heike Wendt, Saraa Younie and Amal Fatah Zedan.Table of ContentsPreface List of Figures and Tables Notes on Contributors Introduction  Joanna Madalinska-Michalak PART 1: Towards the Nature of Quality in Teaching and Teacher Education 1 What Does Quality Teacher Education Mean and How Can the Preparation of Future Teachers Be Quality Assured?  Kay Livingston 2 Unpacking Quality in Teacher Education  Maria Assunção Flores 3 Teacher Quality Driven by Equity and Social Justice: Arguments for an Alternative Values-Centred Vision of Teacher Education  Noel Purdy, Kathy Hall, Daria Khanolainen and Conor Galvin 4 Genealogy of the Ethics of Teacher Self-Evaluation: From Adherence to Norms to Self-Discipline through Self-Evaluation  Hannele Pitkänen 5 Re-thinking the Concept of Classroom Management: Implications for Quality in Future Classroom Management Practices  Helle Plauborg PART 2: Quality Teaching and Teacher Education in Times of Crisis and Uncertainty 6 Teacher Experiences and Practices in the Time of COVID-19: Implications for Understanding Quality in Teaching  Carol Hordatt Gentles, Sarah Younie, Marilyn Leask and Helen Caldwell 7 Developing Emancipatory Online Learning Environments in Quality Teacher Education  Gisselle Tur Porres and Washington Ires Correa 8 Situational Support to Develop the Well-being of Future Teachers: Supporting Sustainable Development Goal 4  Irma Eloff and Anna-Barbara du Plessis 9 Educating for Sustainability and Global Citizenship in Uncertain Times: A Case Study with In-service Teachers in Portugal  Mónica Lourenço and Ana Isabel Andrade 10 Teacher Education in Conflict-Affected Societies: The Case of Mosul University after the Demise of the Islamic State  Vasileios Symeonidis, Felix Senger, Heike Wendt, Amal Fatah Zedan, Saraa Salim Dawood and Fawzi Jebrail Ibrahim PART 3: Strengthening Quality Teaching and Teacher Education: Looking to the Future 11 Teacher Education for the 31st Century? Preparing Teachers for Unknown Futures  A. Lin Goodwin 12 Developing Teachers: A Necessary Condition for Quality Retention  Qing Gu 13 The Teacher, Teacher Careers and Teacher Education: Conditions for a Career Long Dedication and Passion  Marco Snoek 14 Mobilising Policy to Reframe Teaching and Teacher Education in Europe: The European Commission’s Emerging Role within the Teacher Quality Agenda  Conor Galvin, Panagiotis Kampylis, Deirbhile Nic Craith, Joanna Madalinska-Michalak and Noel Purdy 15 Educating about and through Research: The Role of Research in Pre-service Teachers’ Classroom Practices  Stéphane Colognesi and Virginie März 16 Quality in Teaching and Teacher Education: Key Dilemmas and Implications for Research, Policy and Practice  Joanna Madalinska-Michalak, Björn Åstrand and Marco Snoek Index

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Book SynopsisTeaching, born of the period of the ancient sages, developed as the moral art of living that introduced humanity to teaching as a moral pursuit, to the formation of value, to a moral and religious mode of being, and to a set of moral principles that have survived into the modern day. The idea that the ‘future of teaching’ represents a technological disruption of moral traditions of teaching and what teaching might become has become a serious concern for the current generation of philosophers in both China and the West.Table of ContentsPreface: Teaching in the Age of Digital Reason: From Teaching as a Moral Pursuit to Teaching as a Technological Practice List of Figures and Tables 1 Reclaiming Teaching for Teacher Education: Towards a Spiral Curriculum  Gert Biesta 2 Thoughts on the Future of Teaching  Andreas Schleicher 3 Inclusion in Education and in Public Debates on Education  Marianna Papastephanou 4 Educating Teachers and Fostering Authentic Professional Learning in an Era of Austerity, Global Competition and Quality Assurance Rhetoric  Jeff Stickney 5 British Experience of Teacher Professionalization in Citizenship Education  Ke Lin 6 “The Students Have Been Spoilt Previously”: A Case Study on the Professional Development of Chinese Language Teachers in Hamburg  Ping Ren and Meinert Meyer 7 Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum  Zheng Zhang 8 Digitalization and A.I. as Challenges and Chances for Future Teaching and Teacher Education: A Reflection  Horst Zeinz 9 Clash of Spheres: The Paradox of Being a Female Teacher in the Philippines  Roxanne T. Bongco and Rodrigo D. Abenes 10 The Future of Teaching-Learning in Africa: The Quest for Ubuntu Justice in Higher Education  Yusef Waghid 11 Being a Teacher of Holistic Profession: A Perspective of Transformative Learning  Xudong Zhu and Jian Li 12 Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning  Xinyun Hu and Nicola Yelland 13 Reflecting and Verbalizing Teaching Supported by Didactic and Digital Tools  Marita Cronqvist 14 Education 2.0: Artificial Intelligence and the End of the Test  Bill Cope and Mary Kalantzis 15 Karl Marx, Digital Technology, and Liberation Theology  Peter McLaren and Petar Jandrić

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Book SynopsisTeaching, born of the period of the ancient sages, developed as the moral art of living that introduced humanity to teaching as a moral pursuit, to the formation of value, to a moral and religious mode of being, and to a set of moral principles that have survived into the modern day. The idea that the ‘future of teaching’ represents a technological disruption of moral traditions of teaching and what teaching might become has become a serious concern for the current generation of philosophers in both China and the West.Table of ContentsPreface: Teaching in the Age of Digital Reason: From Teaching as a Moral Pursuit to Teaching as a Technological Practice List of Figures and Tables 1 Reclaiming Teaching for Teacher Education: Towards a Spiral Curriculum  Gert Biesta 2 Thoughts on the Future of Teaching  Andreas Schleicher 3 Inclusion in Education and in Public Debates on Education  Marianna Papastephanou 4 Educating Teachers and Fostering Authentic Professional Learning in an Era of Austerity, Global Competition and Quality Assurance Rhetoric  Jeff Stickney 5 British Experience of Teacher Professionalization in Citizenship Education  Ke Lin 6 “The Students Have Been Spoilt Previously”: A Case Study on the Professional Development of Chinese Language Teachers in Hamburg  Ping Ren and Meinert Meyer 7 Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum  Zheng Zhang 8 Digitalization and A.I. as Challenges and Chances for Future Teaching and Teacher Education: A Reflection  Horst Zeinz 9 Clash of Spheres: The Paradox of Being a Female Teacher in the Philippines  Roxanne T. Bongco and Rodrigo D. Abenes 10 The Future of Teaching-Learning in Africa: The Quest for Ubuntu Justice in Higher Education  Yusef Waghid 11 Being a Teacher of Holistic Profession: A Perspective of Transformative Learning  Xudong Zhu and Jian Li 12 Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning  Xinyun Hu and Nicola Yelland 13 Reflecting and Verbalizing Teaching Supported by Didactic and Digital Tools  Marita Cronqvist 14 Education 2.0: Artificial Intelligence and the End of the Test  Bill Cope and Mary Kalantzis 15 Karl Marx, Digital Technology, and Liberation Theology  Peter McLaren and Petar Jandrić

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Book SynopsisIlluminating issues of diversity at the intersection of rural education and multilingual learners (ML) in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multilingual learners and their families. The six chapters in this book demonstrate that education for teachers, leaders and staff, professional development programs, and government-funded projects aimed to improve rural education need to begin with three interrelated, multifaceted principles. The first principle is the need to center place and rurality as essential factors that affect education for all educators, students, and families who live, work, and attend schools in rural communities. Second, educators must humanize multilingual students, their families, and their cultures in ways that go beyond merely acknowledging their presence – they must deeply see and understand the lives and (hi)stories of the multilingual students and families that they serve in their rural schools. Finally, the third principle involves identifying multilingual resources for ML students and their families. Given the persistent inequities in access to resources and opportunities that rural ML students and families face, this last principle requires careful planning, networking, and advocating in ways that can truly effectuate change. Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O’Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.Table of ContentsList of Illustrations Notes on Contributors 1 Introduction  Maria R. Coady, Paula Golombek and Nidza V. Marichal 2 Teacher Knowledge and Secondary English Learners in Rural Florida: Reimagining Place-Based Education through Relationship Building  Nidza V. Marichal 3 A Teacher’s Emotional Journey in Rural Florida: From Insider to Outsider  Shuzhan Li 4 Bilingual Paraeducators’ Navigation of Narrow Identity Spaces in a Rural Elementary School  Jenelle Reeves 5 Centering the Voices of Rural Immigrant Paraeducators  Stephanie Oudghiri 6 Preparing Regular Classroom Teachers to Work with Frequently Invisible, Woefully Misunderstood American Indian English Language Learners  Jioanna Carjuzaa 7 Where Do I Go? What do I do? Training Educators of Rural English Learners to Provide Accessible Instruction and Assessment  Kristin Kline Liu, Sonja Phillips, Yi-Chen Wu, Darrell Peterson, Charity Funfe Tatah Mentan, and Kym O’Donnell 8 Conclusion  Maria R. Coady, Paula Golombek and Nidza V. Marichal Index

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Book SynopsisHow can we manifest more relational care in education by harnessing joy in the school setting? Finding Joy suggests it is found in care-based pedagogies, radical collegiality and relational reading practices. Guided by philosophical conversations with educational thinkers whose works have informed the author’s own praxis over a twenty-year career in public education, at the end of each chapter the reader is given provocations for reflection through a series of questions. Finding Joy offers readers the opportunity to spend time with educational philosophers like Gert Biesta, Nel Noddings, Michael Fielding and Maxine Greene. A relational reading of education-adjacent thinkers like D.W. Winnicott and Martha Nussbaum also point to the work that must be done to sustain and grow a thriving collegium in a changing world. Using narrative interviews and a/r/tographical research to help unpack what care looks like in education across various sectors, this book suggests that collegiality and care are required for the support of both teachers and students.Table of ContentsPreface Introduction 1 Social-Emotional Learning (SEL) and Relational Pedagogies in the K-12 Classroom  1 Relational Pedagogy: An Introduction  2 Relational Pedagogy in Action  3 Social-Emotional Learning and Relational Pedagogies  4 Reflection Questions for Educators 2 Finding Joy through Care: Nel Noddings’ Caring Relation  1 Reflection Questions for Educators 3 A Pedagogy of Care  1 The Good Enough Teacher  2 Building the Framework: Hochschild, Noddings and Winnicott  3 Key Tenets: A Pedagogical Model of Car  4 Barriers  5 An Anticipated Future of Educational Care  6 Reflection Questions for Educators 4 Radical Collegiality and Cross-Institutional Partnerships  1 Research Methodology  2 Fielding’s “Radical Collegiality”  3 Student Surveys and Narrative Analysis of Participant Interviews  4 Extending beyond This Study  5 Reflection Questions for Educators 5 Finding Joy through a Relational Reading Practice  1 Relational Learning through Relational Reading  2 Relational Reading with Gert Biesta  3 Biesta’s Relational Reading of Levinas  4 Relational Reading with Maxine Greene  5 Narrative Compassion: Putting Biesta and Greene into Action  6 Compassion, Joy and Relational Care  7 Reflection Questions for Educators 6 Finding Joy: How to Be Good Enough beyond the Classroom  1 Pedagogies of Care and Radical Collegiality in the Virtual Classroom  2 Pedagogies of Care and Radical Collegiality beyond the Classroom References Index

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Book Synopsis

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