Inquiry into the teaching and learning practice: An ontological-epistemological discourse

Samarji, Ahmad; Hooley, Neil

doi:10.1080/2331186x.2015.1120261

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…In this study, philosophical stance was constructivist. The ontological stance is the way how do we perceive the knowledge an on our trust (Samarji & Hooley, 2015). Through this stance, it can be said that everyone's perception is different from other because, everyone sees the things according to his or her point of view.…”

Section: Methodsmentioning

confidence: 99%

Exploring Possibilities of Engaging Parents in an Early Childhood Classroom in City Naudero District Larkana

Khan,

Jeho,

Langah

et al. 2023

AESSR

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Parents’ engagement plays a vital role in getting information regarding children's education and their progress. This role is not played by each parent but those who play it remain aware of their children's progress and it also helps school administrations in contacting students’ parents easily and in sharing their concerns regarding children and school work. The present paper reports the findings of a researcher study that aims to analyse the current practices of parental engagement as well opportunities and challenges provided and faced by teachers and parents. For detail analysis, a qualitative approach was used with the help of semi-structured interviews which were taken from teachers and the parents. Three parents and three teachers were selected as participants with the help of a purposive sampling technique. Detailed interviews were taken with the participants to get detailed data regarding parental engagement in the research context. Most of the school staff and the parents were very much positive regarding the role of parental engagement in the school but the engagement level was very low. The findings of the study recommend arranging teacher-parent meetings or arranging such activities where parents could be involved in the learning process of their children.

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Section: Methodsmentioning

confidence: 99%

Exploring Possibilities of Engaging Parents in an Early Childhood Classroom in City Naudero District Larkana

Khan,

Jeho,

Langah

et al. 2023

AESSR

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“…WhatsApp is an effective research tool for collecting discourse data (Garimella and Tyson, 2018;G€ uler, 2017;Plana et al, 2013). Through a process of iterative reflections (Samarji, 2015), participants were encouraged to collaboratively construct knowledge about the learning activities through online discourse via WhatsApp. Specifically, the goal was to use comparisons in the conversation chains, to provide teacher educators with an understanding of what pre-service teachers need in regards to knowledge and skills to negotiate a data-rich environment, such as how algorithmic fairness may impact teaching and learning outcomes.…”

Section: Qrj 223mentioning

confidence: 99%

The SAMR model as a framework for scaffolding online chat: a theoretical discussion of the SAMR model as a research method during these “interesting” times

Arantes

2022

QRJ

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PurposeThe purpose of this paper is to explore the potential of the substitution, augmentation, modification and redefinition (SAMR) model as a research method via a project that aimed to investigate pre-service teachers' negotiation of data-rich environments.Design/methodology/approachThe project that underpins this paper saw the author working with a group of seven pre-service teachers through an online learning community on WhatsApp to explore their understanding of increasingly complex computational topics associated with the “Implications and Impacts” component of the digital technologies curriculum.FindingsThe knowledge and experiences of the pre-service teachers suggest considerable unexplored potential through the alignment of the SAMR model in online learning communities.Originality/valueThe paper draws attention to a range of opportunities associated with prompting discussion about increasingly complex topics in online learning communities. The adoption of the SAMR model offers a framework in education and the social sciences. It stresses the affordances enabled due to the personalized, ubiquitous and situated nature of the method. Unique contributions include the interpretive and critical approaches discussed in terms of research methods. The paper may be of value to researchers who are interested in a scaffolded means to engage with participants through an online learning community.

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“…Honduran teachers are aware that, as global education trends shifts from lecture-centered to student-centered (Samarji & Hooley 2015), their epistemology might be better informed by knowledge of their students' transnational experience as a means to better re-integrate them into the classroom and serve other unique needs. Nonetheless, Honduran teaching methods continue to be primarily lecture-based or full of copying and recitation, suggesting that transnational students' classroom experience may be incompatible with the Honduran teaching style, requiring action and training for teachers to be able to bridge this difference in experiences.…”

Section: «Me Da Una Pauta De Cómo Debo Enseñar»: Resources For Teaching Practicesmentioning

confidence: 99%

Honduran Teachers’ experiences with Transnational Students in Rural Schools / Experiencias de docentes hondureños con estudiantes transnacionales en escuelas rurales

Gluckman

Summers²,

González

2021

Trace

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Resumen: A pesar del aumento en las detenciones y deportaciones de niños, niñas y adolescentes migrantes centroamericanos en Estados Unidos y en México (González 2019;Flores et al. 2019), es poca la evidencia que existe acerca de su retorno a comunidades y escuelas de origen. Es por ello que, a través de un marco teórico enfocado en la voz del docente, este estudio preguntó: ¿Cuáles son las experiencias de los maestros hondureños con estudiantes transnacionales?, y ¿cómo dan sentido los maestros hondureños a las experiencias y conocimientos de los estudiantes transnacionales? Las metodologías utilizadas fueron: 1) cuestionarios grupales en 47 aulas; 2) 10 cuestionarios individuales a estudiantes transnacionales; y 3) 9 entrevistas semiestructuradas a maestros. Las respuestas revelaron que: 1) no cuentan con información acerca de las trayectorias de estudiantes transnacionales; 2) valoran positivamente los nuevos conocimientos que adquieren sobre los estudiantes migrantes; y 3) existe poca capacitación docente para responder a las necesidades educativas de estudiantes transnacionales. Los hallazgos sugieren mejorar los recursos que apoyen las prácticas de enseñanza para estudiantes transnacionales y las estrategias para interpretar sus trayectorias y facilitar su reintegración en el aula.

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Inquiry into the teaching and learning practice: An ontological-epistemological discourse

Cited by 6 publications

References 11 publications

Exploring Possibilities of Engaging Parents in an Early Childhood Classroom in City Naudero District Larkana

Exploring Possibilities of Engaging Parents in an Early Childhood Classroom in City Naudero District Larkana

The SAMR model as a framework for scaffolding online chat: a theoretical discussion of the SAMR model as a research method during these “interesting” times

Honduran Teachers’ experiences with Transnational Students in Rural Schools / Experiencias de docentes hondureños con estudiantes transnacionales en escuelas rurales

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