Infield education: Enhancing adult learners’ affective domain for transformative learning endorsement

Zaky, Hany

doi:10.1080/2331186x.2019.1693679

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Cited by 3 publications

References 29 publications

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Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers

Martínez-Valdivia,

Pegalajar-Palomino,

Amber-Montes

2024

Cogent Education

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Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers

Martínez-Valdivia,

Pegalajar-Palomino,

Amber-Montes

2024

Cogent Education

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Integrating the Arts for Leadership Education and Development

Wallrauch

2021

Handbook of Research on Future of Work and Education

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The arts involve engaging the human imagination and sensory skills to communicate and create experiences, artifacts, and surroundings shared with others. Conventionally, education providers have compartmentalized the arts and sciences as separate and disparate disciplines. Yet, the future of work will continue to demand that organizations and their members remain agile, creative, and innovative in the face of ongoing uncertainty and change. As a result, leadership paradigms and models have been changing from top-down, command and control to relational, participative standards due to the need for collaborative expertise and organizational agility. This chapter will address the skills required for relational leaders and learning organizations, how higher education programs must model the way, and how integrating the arts within other disciplines could answer the call for deeper learning and collaborative engagement in the 21st century.

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Culturally-Effective Responsive Teaching in English Language Learners' Literature Classes

Zaky

2022

Global and Transformative Approaches Toward Linguistic Diversity

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Teaching literature has been regarded as crucial to the ability to use language. There has been an upsurge of interest in using literature in language learners' classrooms. In literacy classes, students bring their imagination, memories, thinking processes, morals, social values, historical knowledge, and prior knowledge to the text. They could extract meaning from texts as fully aware of the specificity of their cultural backgrounds and others through experiencing, exploring, hypothesizing, and synthesizing processes. The role of pedagogy drives the literary practice and leads to how knowledge is produced and how subject positions are constructed in historical, social, and political manners. This chapter raises some of the issues and debates related to using literature with language learners. It highlights some pedagogical strategies that could equip instructors with the tools to alleviate students' tension and elevate their human motives and psyches to make the learning constructive and dynamic.

show abstract

Infield education: Enhancing adult learners’ affective domain for transformative learning endorsement

Cited by 3 publications

References 29 publications

Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers

Evaluation of the impact of dialogic pedagogical gatherings on sustainable development training for future teachers

Integrating the Arts for Leadership Education and Development

Culturally-Effective Responsive Teaching in English Language Learners' Literature Classes

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