The main purpose of this book is to take a closer look at how students and teachers in educational institutions apply the innovative, the playful and the emotional and creative dimensions of learning. With this contribution, the authors aim at reaching an international audience of educators at several levels, including primary and secondary schools, higher and adult education, university colleges, graduate, undergraduate and PhD schools. Driven by the common interest of the authors to reflect on emotions in education, the chapters in this book encompass multiple perspectives: the socio-cultural perspective that looks at interactions among individuals; the creation and recreation of the self and others; and the study of collaboration, change processes and aesthetic and creative learning. This anthology offers original empirical documentation and theoretical reflections on how pedagogical and educational changes might challenge or facilitate learning for students and educators. Besides its relevance within the education sector, the content presented here can be applied in non-formal learning environments, such as museums, cultural institutions, as well as other educational settings where emotions are largely stimulated and cultivated.
Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language:Multilingual Education. 1st ed. 2016
Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language:Multilingual Education. Softcover reprint of the original 1st ed. 2016.
Empowering students´ voice through innovative pedagogy:A participatory action research of grade V students´ in a private school of Karachi Yasmeen Jumani
Teachers of Chinese as a foreign language in many international contexts are searching for pedagogic solutions to promote effective learning. Models of innovative and successful approaches are urgently needed. This volume presents a collection of compelling and empirically rich research studies that showcases innovative developments in the practice of teaching Chinese as a foreign language. The studies focus on three interrelated areas: learners, teachers, and applications of new technologies. Specifically, the studies explore methods for fostering learner-centred classrooms, autonomous learners, intercultural learning, the role of teacher views and identities, the nature of a middle ground approach, and technologies that accommodate the unique aspects of the Chinese language, with new options for mobile and interactive learners. Providing both inspiration and practical models for language practitioners and researchers, it offers a vital resource for teachers professional development, and for pre-service teacher education. Robyn Moloney is a Senior Lecturer in the School of Education, Macquarie University. She teaches Languages Methodology to pre-service language teachers, and supervises doctoral projects in language issues. Her research interests focus on language teacher development, intercultural learning, heritage language learners, and Chinese language education in Australia. She has many years previous experience as a secondary school teacher of various languages. Dr Hui Ling Xu is a Senior Lecturer of Chinese Studies in the Department of International Studies at Macquarie University, Sydney. She has extensive tertiary foreign language teaching experience and broad research interests including descriptive linguistics, second language acquisition, teaching Chinese as a foreign language, Chinese heritage language education, and the use of innovative education technology.
Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: N.N
Empowering students´ voice through innovative pedagogy ab 49 EURO A participatory action research of grade V students´ in a private school of Karachi