Teachers in Film: Inspiration for Autonomous and Transformative Teaching or a Warning against It?

Schwarz-Franco, Orit

doi:10.13189/ujer.2016.040509

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…However, it did not go through perception alignment. Therefore, it tends to be against critical pedagogy (Franco, 2016;Freire, 2008). Thus, it is necessary to observe the teachers' perception of the program.…”

Section: Integrating Anti-corruption Education Into Islamic Religious...mentioning

confidence: 99%

Early childhood education teachers’ perception of the integration of anti-corruption education into islamic religious education in Bawean Island Indonesia

et al. 2020

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All religions in the world, including Islam, prohibit corruption and the likes. However, apart from the majority of the Muslim population, many religious figures were found to be involved in corruption. A question arises about whether Islam has taken adequate prevention. Thus, the study aims to explore teachers' perceptions of the need to include anti-corruption education even if they have already had Islamic religious education. The research applied a qualitative descriptive method and took the settings of Islamic education institutions, particularly early childhood education. Participants were 58 female early childhood education teachers from 58 Indonesian schools on Bawean Island. The collected data were analyzed using the Dev and Qayyum (2017) feedback technique. The results show that 71.30% of all teachers in Bawean had a positive perception of the importance of anti-corruption education, while the rest, 28.37%, had a negative impression. Therefore, it is necessary to align the understanding of the people before implementing the mentioned education. The results can be the reference for other researches that fail to reach the goal of anti-corruption education due to the different perceptions.

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Section: Integrating Anti-corruption Education Into Islamic Religious...mentioning

confidence: 99%

Early childhood education teachers’ perception of the integration of anti-corruption education into islamic religious education in Bawean Island Indonesia

et al. 2020

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“…In the literature, many writers (e.g. [39][40][41][42][43][44][45]) present transformative teaching as directed to adults or to people who have had previous experiences that shape their current viewpoints and outlooks on existing situations and issues. It then seeks to help them change those viewpoints presumably, for improvement of their understanding of the issues and situations.…”

Section: What Is Transformative Teaching?mentioning

confidence: 99%

Transformative Teaching of Engineering in Sub-Saharan Africa

Kanyarusoke¹

2020

Innovations in Higher Education - Cases on Transforming and Advancing Practice

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This chapter advocates transformative teaching in later stages of sub-Saharan Africa's engineering students' study periods. The teaching is meant to help them discover their potential in direct solution of the region's engineering problems. Student attention can be drawn to many of these problems through transformative teaching. Two illustrative case studies are presented. They demonstrate how students at one South African University of Technology were enabled to address common, authentic and 'real world' problems in the course of their learning. A review of theory of teaching modes is given first, with more focus on transformative teaching. The cases follow. The first case seeds a maintenance and continuous improvement culture among successive student cohorts, eventually producing an evolved new product ready for the market in a period of about 5 years. The second case uses multi-level, multinational students, deploying multi-sourced funds and working at multi-premises in difficult campus study circumstances, to develop completely new products that are field-tested at two sites about 6000 km apart. Benefits, limitations and challenges of the teaching and how to navigate the latter, are given. Following its substantial benefits and the ways to overcome its challenges, transformative teaching is recommended to all engineering academics in the region.

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“…A influência do discurso midiático e os interesses forjados em uma sociedade capitalista também são apontados como elementos importantes em uma prática pedagógica que vise à emancipação dos sujeitos (BARROS et al, 2015;SCHWARZ-FRANCO, 2016).…”

Section: Consciênciaunclassified

Práticas Corporais E Paulo Freire: Uma Análise Sobre a Produção Do Conhecimento

et al. 2019

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O objetivo deste estudo é entender como a teoria freireana vem sendo estudada pela comunidade acadêmica da Educação Física (EF). Realizou-se uma revisão sistemática nas bases de dados ERIC, SPORTDiscus e Fuente Académica, utilizando os descritores Empoderamento; Teoria Crítica e Paulo Freire combinados com Educação Física, em inglês e português. Foram selecionados os estudos que dissertavam sobre danças, lutas, ginásticas, esportes, jogos, brincadeiras e/ou atividades rítmicas e expressivas. Organizou-se o mapeamento da produção de conhecimento e a discussão das categorias Consciência; Cultura Popular; e Empoderamento. Percebeu-se que raros são os estudos realizados na EF que se fundamentam na perspectiva freireana. Contudo, os estudos encontrados evidenciam a contribuição dos ensinamentos de Freire para a efetivação de uma EF mais crítica e democrática. Portanto, novas investigações devem aprofundar as relações entre a teoria proposta pelo autor e a EF.

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Teachers in Film: Inspiration for Autonomous and Transformative Teaching or a Warning against It?

Cited by 4 publications

References 12 publications

Early childhood education teachers’ perception of the integration of anti-corruption education into islamic religious education in Bawean Island Indonesia

Early childhood education teachers’ perception of the integration of anti-corruption education into islamic religious education in Bawean Island Indonesia

Transformative Teaching of Engineering in Sub-Saharan Africa

Práticas Corporais E Paulo Freire: Uma Análise Sobre a Produção Do Conhecimento

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