Scale of Pedagogical Authority Meanings in the classroom (ESAPA) for Ibero-America built on the opinions of teaching students

Madrona, Pedro Gil; Hinojosa, Luz Marina Méndez; Pérez-Segura, José Jaime; Sáez-Sánchez, María Belén; Zamora, Guillermo

doi:10.1016/j.tate.2020.103079

Cited by 8 publications

(8 citation statements)

References 31 publications

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“…When the instructor feels threatened, the ability to function optimally is impaired, and it is likely that the workshop participants’ learning experience will likewise be suboptimal. This echoes previous claims that learners’ perceptions of teachers as authority figures may affect the teaching-learning process ( Gil-Madrona et al, 2020 ). Hence, instructors should be provided with preliminary training focusing on how to handle such perceived threats in the context of leading a workshop to ensure that teachers receive the best SBL conditions.…”

Section: Discussionsupporting

confidence: 86%

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

Frei-Landau

Levin

2023

Front. Psychol.

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IntroductionSimulation-based learning (SBL) has become an effective tool in the education field, and instructors play a significant role in leading it. Although much is known about participants’ needs, SBL instructors’ needs have yet to be addressed. The study’s goal was to explore SBL instructors’ needs while guiding an SBL workshop using the psychological framework of Maslow’s Hierarchy of Needs.MethodsWe employed a qualitative case-study design, consisting of 68 four-hour-long workshops, held at a teacher-education simulation center by the center’s professional instructors. Data collection comprised 211 statements derived from instructors’ open-ended reflections, the transcripts of two focus groups held with the instructors, and 98 interpersonal communication documents.ResultsData were analyzed using both deductive and inductive thematic analysis, which rendered 11 themes spanning Maslow’s five levels, and revealing two possible simulation-based learning paths: a complete process, in which all needs are met and an incomplete process, in which needs remain unmet.DiscussionTheoretical insights and practical implications are provided for attending to instructors’ needs (i.e., basic needs, security, belonging, self-esteem, self-actualization) to ensure optimal learning in teacher education when using SBL.

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Section: Discussionsupporting

confidence: 86%

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

Frei-Landau

Levin

2023

Front. Psychol.

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“…They were given guiding questions to facilitate the writing of the reflections. These questions were premised on the findings of previous studies on PA (e.g., Gil-Madrona et al, 2020;Harjunen, 2009). The interviews were conducted at the end of semester 1, wherein teachers were asked to evaluate the entire experience of online teaching and in-campus teaching after return, in light of their reflections.…”

Section: Methodsmentioning

confidence: 99%

“…Pedagogical authority is a possible goal, whose realization depends on the teacher's ability and desire to be a human being, as well as a teacher: an ethical, responsible, caring, and just educator who realizes his/her task and moral values through a set of didactic, pedagogical and deontic characteristics present in these three interactional spaces in the classroom. (Harjunen, 2009: p. 110) Most of the available studies on PA have focused on the context of school education or college levels, in mother tongues, (e.g., Afonso et al, 2018;Gil-Madrona et al, 2020;Harjunen 2009;Harjunen, 2011;McCullough, 2020;Zamora-Poblete et al, 2020;Zamora & Zeron, 2010). Concerning the implementation of PA in online environments, technologies seem to minimize teachers' presence and in essence, the importance of PA practices since students can obtain knowledge from other sources.…”

Section: Introductionmentioning

confidence: 99%

A Road Map to English Language Teaching in the Post-Pandemic Era: An Adaptation of Pedagogical Authority Approach

Al-Nofaie¹

2023

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This case study expounds on the practices of critical pedagogical approach of English language teaching by introducing pedagogical authority, which has three dimensions: didactic, pedagogic, and deontic. The study specifically places its emphasis on the implementation during the COVID pandemic: The early time of the pandemic, when teaching was fully online, and after returning to campus, when teaching followed the blended mode. The study identified various pedagogical authority practices representing the three dimensions in the two stages based on the reflective journals and interviews with four language teachers, albeit to varying degrees depending on the length of teaching experience. Physical interaction was identified as a very important aspect of pedagogic and deontic interactions in face-to-face classrooms, while critical thinking was found to be more recurrent in virtual classrooms, which creates more space for didactic and pedagogic practices. The findings of this study will encourage language teachers to rethink their teaching practices in the new post-pandemic era. Additionally, it will contribute to available practices of critical pedagogy approach for language teaching during emergencies.

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“…-The role of authority -the teacher's essential role in actionable supporting, encouraging, influencing, and intervention helps students accept e-learning easily and smoothly (Gil-Madrona et al, 2020;Herodotou et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Behavioural Intention Regarding E-Learning During the COVID-19 Pandemic/Bihevioralna namjera učenika u e-učenju tijekom pandemije Covid-19

Milošević

Ruso

Rakić

et al. 2023

Croatian Journal of Education

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Due to the appearance of COVID-19, the newly emerged situation has provoked numerous reactions in the field of education, both in the world and in Serbia. Prompted by this problem, the authors of this paper conducted a survey to determine students' behavioural intention, as well as their readiness to use e-learning during the COVID-19 pandemic. E-learning has integrated technology and education and has proven to be a powerful tool that enables the education system to respond to the challenges of modern society. In this research, an online questionnaire was distributed to the students of the University of Belgrade. To process the results, the SEM methodology was employed, which enabled the testing of the proposed hypotheses. The obtained results showed the students’ behavioural intention can be directly and indirectly predicted by the joint influence of the role of authority, innovative orientation, user-friendly learning, expected performance, and quality of e-learning. This knowledge enabled a comprehensive analysis that encompassed the e-learning experiences students gained during a state of emergency.Key words: COVID-19; e-learning; higher education; students’ behavioural intention; modelling---SažetakZbog pojave virusa COVID-19, novonastala situacija izazvala je brojne reakcije u obrazovanju, kako u svetu tako i u Srbiji. Potaknuti ovim problemom, autori ovog rada proveli su istraživanje kako bi utvrdili namjere ponašanja učenika, kao i njihovu spremnost na korištenje e-učenja tijekom COVID-19. E-učenje je integriralo tehnologiju i obrazovanje te se pokazalo kao moćan alat koji obrazovnom sustavu omogućuje da odgovori na izazove modernog društva. U ovom istraživanju studentima Sveučilišta u Beogradu podijeljen je online upitnik. Za obradu rezultata korištena je SEM metodologija koja je omogućila provjeru postavljenih hipoteza. Dobiveni rezultati pokazali su da se Bihevioralna namjera korištenja e-učenja može izravno i neizravno predvidjeti zajedničkim utjecajem uloge autoriteta, inovativne orijentacije, učenja prilagođeno korisniku, očekivanog učinka i kvalitete elektroničkog učenja. Ovo saznanje omogućilo je provođenje sveobuhvatne analize koja je obuhvatila iskustva učenika u e-učenju tijekom izvanrednog stanja.Ključne riječi: COVID-19; E-učenje; Više obrazovanje; Bihevioralna namjera učenika; Modeliranje

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Scale of Pedagogical Authority Meanings in the classroom (ESAPA) for Ibero-America built on the opinions of teaching students

Cited by 8 publications

References 31 publications

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

A Road Map to English Language Teaching in the Post-Pandemic Era: An Adaptation of Pedagogical Authority Approach

Students’ Behavioural Intention Regarding E-Learning During the COVID-19 Pandemic/Bihevioralna namjera učenika u e-učenju tijekom pandemije Covid-19

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