Empathetic-reflective-dialogical restorying as a teaching-learning strategy in teacher education

Jarvis, Janet; Lindhardt, Eva Mila; Mthiyane, Ncamisile; Ruus, Olav Christian

doi:10.1080/02607476.2021.1992251

Cited by 4 publications

(2 citation statements)

References 27 publications

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“…This is done by considering the significance of teaching EFL to students face-to-face in the classroom and online (Butarbutar, 2019;Handayani et al, 2023;Isma, Basri, et al, 2024;Isma, Sudewi, et al, 2024). To address the issues mentioned in the previous section, teachers' strategies (Jarvis et al, 2022;Lestari & Isma, 2019), techniques (Chien, 2019), approaches (Mak & Chik, 2011), and methods (Sam, 2016) have been modified. In addition, the effectiveness of small-group discussions in enhancing students' speaking and communication abilities has been empirically demonstrated in numerous studies (Jiang & Dewaele, 2019;Tan et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking

Butarbutar,

Karnine

2024

glens

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The objective of this qualitative case study is to investigate BSD issues, solutions, and collaborative learning approaches in EFL courses. As part of a case study, researchers examined the design and gathered information through open-ended interviews, documents, digital recorders, forum group discussions (FGD), and pertinent literature. All the gathered data were examined through exploration. Accordingly, the FGD forum was used to its fullest potential during the data analysis process for cross-checking, validation, verification, and confirmation. Teachers used pre-teaching (planning), cooperation (observing, supporting, and consolidating), reflection, and evaluations to achieve their goals. In this way, teachers encounter issues such as (1) choosing topics based on what students already know, (2) lack of group cohesion, (3) distinction between group and individual assessment, (4) lack of constructive interdependence, (5) variety of learning styles, and (6) inactivity. More research will be required in the future, as the study only examined a limited sample of people. There are recommendations for future experimental language lab classes. Blended EFL classes typically require the construction of an EFL curriculum through collaboration and technology, based on spontaneous speech activities, to ensure students' preparation before and after their participation.

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Section: Introductionmentioning

confidence: 99%

Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking

Butarbutar,

Karnine

2024

glens

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“…ERDR has been implemented previously with groups of pre-service teachers in South Africa (SA) to consider human rights issues and best practice in teaching (Jarvis, 2018(Jarvis, , 2021a(Jarvis, , 2021bJarvis et al, , 2021. In 2020, in support of the March 2019 National Action Plan in SA to address racism, including xenophobia, we undertook a small-scale research project, employing ERDR, at a Higher Education Institution, and, more specifically, in the School of Education where pre-service teachers were given the opportunity to engage with the phenomenon of xenophobia.…”

Section: Introductionmentioning

confidence: 99%

Using empathetic-reflective-dialogical re-storying as a teaching-learning strategy to confront xenophobic attitudes in a context of higher education

Jarvis

Mthiyane

2022

J. educ. (Univ. KwaZulu-natal)

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Xenophobia poses a threat to social cohesion in South Africa. It is vital that pre-service teachers engage with their beliefs and attitudes about this phenomenon, so that they can promote socially inclusive education in a way that is sustainable. In support of the March 2019 National Action Plan in South Africa to address racism, including xenophobia, we recently undertook a small-scale research project, underpinned by the notions of diversity and inclusivity, at a Higher Education Institution, in the School of Education. In this article, we offer a methodological contribution in arguing for the efficacy of empathetic-reflective-dialogical re-storying as a teaching-learning strategy that contributes to transformed teaching praxis. This could provide a pathway to social inclusivity for education. This teaching-learning strategy serves a decolonial agenda in changing the way in which teaching-learning takes place. We explored various perspectives and positions with regard to the other in the interests of building a sustainable foundation for future generations to live with dignity, regardless of ethnicity.

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Explicit teaching of reflective practice (RP) in pre-service teacher education: probing the immediate and long-term influence

Liu,

Yuan,

Wang

2024

Teachers and Teaching

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Empathetic-reflective-dialogical restorying as a teaching-learning strategy in teacher education

Cited by 4 publications

References 27 publications

Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking

Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking

Using empathetic-reflective-dialogical re-storying as a teaching-learning strategy to confront xenophobic attitudes in a context of higher education

Explicit teaching of reflective practice (RP) in pre-service teacher education: probing the immediate and long-term influence

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