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Full-Text Articles in Education
"Inside-Out Pedagogy": Theorising Pedagogical Transformation Through Teaching Philosophy, Rosie Scholl
"Inside-Out Pedagogy": Theorising Pedagogical Transformation Through Teaching Philosophy, Rosie Scholl
Australian Journal of Teacher Education
This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to facilitate and sustain such change, including the necessary dispositions required to teach Philosophy, and the critical junctures in pedagogical change associated with teaching Philosophy. Interview data were coded and analysed to generate a grounded theory regarding the efficacy of teaching Philosophy in terms of its impact on the pedagogy of the …
Addressing Reconciliation In The Esl Classroom, Michael K. Westwood
Addressing Reconciliation In The Esl Classroom, Michael K. Westwood
International Journal of Christianity and English Language Teaching
The extent to which teachers’ spiritual identities should inform their pedagogy has been a topic of much discussion among TESOL professionals. Under particular scrutiny have been Christian English teachers (CET), whose faith can be disconcerting to a multicultural field that strongly values diversity. Meanwhile, another conversation continues regarding ways in which language teaching can be used as a means of promoting social justice and global citizenship. This article attempts to add to these conversations by proposing that reconciliation should be addressed in the classroom and by suggesting that it is a topic of interest to both CET and others who …
Faith And Pedagogy: Five Voices From Japan, Paul Wicking
Faith And Pedagogy: Five Voices From Japan, Paul Wicking
International Journal of Christianity and English Language Teaching
Despite a recent increase in research into the relationship between faith and practice in ELT, the ways in which actual Christian teachers make meaning of their faith through pedagogy remains largely unexplored. There is little empirical data about the ways in which witnessing and evangelism are (or are not) conducted through English classes. The present study is an analysis of interview data collected from five evangelical Christian teachers living and working in Japan. The participants vary considerably in age and teaching context, yet all share a strong religious faith and a desire to express it through their profession. Each participant …