Dynamic Learning Spaces in Education (eBook)

Veena Kapur is an Associate Profressor in the University of Delhi and has over thirty seven years experience as a teacher educator. An alumna of the University of Delhi,  Kapur completed her graduation , postgraduation in English and Education as well as her doctorate from prestigious colleges and departments of the University of Delhi. She is a Delhi University Gold Medalist, having stood first in the M.ED examinations and receiving Vice Presidents Gold Medal. Kapur’s areas of interest are Language Teaching, Women’s Studies and Technology based language teaching. Her research is related to these areas, having presented research papers at renowned national and international fora. Kapur, has collaborated with Tata McGraw Hill, Access and Bookline publishers, in producing resource books and academic publications. She is a member of International Association of Teachers of English as a Foreign Language (IATEFL) and A Journal of Teaching English Language and Literature (FORTELL).Sudipta Ghose is Associate Professor in the University of Delhi. She has Masters in Physics and Education and Ph.D. in Education. She has over forty years of college teaching experience, including one semester of teaching graduate classes in Utica College, Utica, New York, U.S.A. Ghose has presented papers in international conferences in Cyprus, Greece, Poland and Australia. She has publications in reputed journals and is member, management committees of many schools of a leading chain of schools in India.

Preface 6
Contents 8
Editors and Contributors 11
List of Figures 17
List of Tables 19
1 Introduction: Dynamic Learning Spaces in Education 20
Understanding Globalization 20
Change and Challenges 21
Impact of Digital Functioning on the Classroom Practices and the Teacher 23
Heightened Demand for Application-Based Learning and Career Readiness 29
Incorporating Social Justice, Democracy, Human Rights and the Principle of Inclusion 31
The Book 32
The Digital Learning Culture: Potential and Possibilities 34
The New Age Classroom and Its Teaching Strategies 36
Social Justice and Inclusion 40
Voices from the Field 41
References 44
The Digital Learning Culture: Potential and Possibilities 47
2 e-Learning Culture: From Theory to Practice 48
Introduction 48
Research Problem 49
Research Objectives 49
Training Intervention: Characteristics and Principles 50
The Interstices Model 50
Training Intervention: Procedures and Strategies for Design and Implementation 52
Introductory Training Intervention 52
Presentation of the IntersTICES Model and Its Three Dimensions 53
Choice of Activities 54
Follow-up and (Optional) Personal Support 56
Systematic Approach to Be Implemented to Support Teacher Trainers 57
The Final Collective Meeting 61
Synthesis of the Effective Implementation of a Training Intervention 61
Final Remarks and Conclusions 63
References 64
3 Deconstructing Teacher Education: Technology and the Intern 67
Introduction 67
Review of Related Literature 69
The Problem 71
Government Initiatives 72
Teacher Education 73
Objective 74
Deconstructing 74
The Availability and Integration of Technology 74
Collaboration of Interns with Teacher Educators and Practicing Teachers 78
The Road Ahead 80
Conclusion 81
References 81
4 Technology Integration in Language Teaching: A Negotiated Terrain 85
Introduction 85
Technology Integration in Language Teaching: A Negotiated Terrain 86
The Realm of Teacher Education 87
Understanding the Negotiated Terrain 89
Availability of Technology 89
Teacher Education Institutions 89
Internship Schools and In-Service Schools 90
Utilization of Technology 91
Teacher Education Institutions 91
Internship and In-Service Experience 92
Use of Internet for Researching and Preparing Lesson Plans and Materials 93
Use of Video Resources 94
Use of Audio Resources 97
Challenges Faced in Technology Integration 98
The Way Ahead 99
Conclusion 100
References 101
The New Age Classroom and Its Teaching Strategies 103
5 Engaging the Student: Redesigning Classrooms for Project-Based Learning 104
Engaging the Student: Redesigning Classrooms for Project-Based Learning 104
The Need for Project-Based Learning 105
Characteristics of Project-Based Learning 106
The Learner-Centric Classroom 108
The Role of the Teacher in a Learner-Centric Classroom 108
Implementing Project-Based Learning 110
Collaborative Learning 112
Project-Based Learning in India 113
The Hoshangabad Science Teaching Project (HSTP) 114
The Homi Bhabha Centre for Science and Education 115
Implications for Teacher Education in India 116
Conclusion 117
References 118
6 Facilitating Cooperative Learning: A Study of a Mathematics Classroom in India 120
Introduction 120
Theoretical Background of Cooperative Learning Approach 123
Models of CLA 123
Students Team Learning (STL) 123
Jigsaw 124
Learning Together 124
Group Investigation (GI) 124
Outcomes of CLA 125
Creating Cooperative Learning in Classroom 126
Specific Procedure for CLA 126
Specifying the Goal 127
Structuring the Task 127
Teaching and Evaluating the Cooperative/Collaborative Process 128
Monitoring Group Performance 128
Debriefing 128
Reviewing Trends in Mathematics Education 129
Elementary Mathematics Curriculum 130
Processes of Learning Mathematics 131
School Mathematics Reform 131
Impact of Research in Mathematics Education 132
Design and Procedure of the Study 133
Orientation of Teachers to Cooperative Learning Approach 134
Developing Questions for Practice Session of Cooperative Learning Approach 135
Data Collection and Instructional Experiment 135
Findings of the Study 136
Limitations 136
Implications of the Study 136
References 137
7 Errors as Learning Opportunities: Cases from Mathematics Teaching Learning 139
Introduction: Mathematical Learning 139
Errors in Mathematics 140
Error Analysis 141
Newman Error Analysis Framework: An Overview 141
Using NEA as Tool for Reforming Pedagogy: Instances from Mathematics Classrooms 143
Implications from the Study 151
Concluding Thoughts 152
References 153
8 PCK: A Key to Meaningful Learning in Science Classrooms 155
Introduction 155
Pedagogical Content Knowledge 156
Components and Nature of PCK 157
Research Study: To Explore and Understand the PCK of In-Service Science Teachers 158
Review of Related Literature 158
Methodology 160
The Sample 160
Data Analysis Procedure 161
Findings 162
Interaction of Different Components of PCK of Type A 165
Knowledge of Instructional Strategies 166
Analysis of the Interaction of the Components of PCK of Type B 169
Conclusions 170
Implications for Teacher Education Programs and Professional Development 171
References 172
9 Reflective Practices: Exploring Teacher Educators’ Perceptions 174
Introduction 174
Theoretical Backdrop of Reflective Practices 177
John Dewey: Pioneer in Reflective Thinking 177
Construction of Reflective Practice: Schön’s Perspective 180
Reflection-in-Action and Reflection-on-Action: Conceptions Central to Schön’s Work 181
Discussion and Conclusion 188
References 189
10 Changing Times: Need for Pedagogical Reforms to Foster Life Skills 191
Introduction 191
What Necessitates Change in Education? 192
Need for Life Skills in the Contemporary Scenario 194
Types of Approaches to Life Skills Education 195
Present Programmes and Their Shortcomings 196
How an Inclusive Model or Integrative Approach Can Help 198
Inclusive Model of Skill Development in Language Teaching 199
Design of the Field Research 200
Analysis of the Study 202
Limitations and Further Research Suggestions 203
Conclusion 204
References 204
11 Redesigning the School Classroom: A Case Study of Mirambika 206
Introduction 206
Perspectives on ‘Sense of Place’ 208
Perspectives on ‘Sense of Place’ and School 210
The Setting 212
Doing Fieldwork 213
Analysis 214
Discussion 216
References 220
Social Justice and Inclusive Practices 222
12 Cracks and Crevices in Education Systems: Bridging the Gaps 223
Introduction 223
Skills Needed or Learnt Outside the School Are not Recognized by the School 225
Safety in Schools 226
Disparities Amongst and in Schools 227
Attaining Quality in Education 228
Disconnect Between Education and Employment 229
Narrowing the Gaps 230
Transformative Teaching and Learning 231
Vignettes from the Field 232
Increased Use of Technology in Schooling 233
Concluding Remarks 233
References 234
13 Unlocking Giftedness: An Introduction to Giftedness for Teachers in India 236
Introduction 236
A Few Definitions 237
Characteristics of the Gifted 238
Possible Problems Associated with Characteristic Strengths of the Gifted 240
Some Misconceptions About Gifted Children 242
Methods of Identification 243
Identifying Gifted Students Based on Their Profiles 244
Awareness in India 246
The Scenario in Schools 249
Partners: Delhi University and Agastya Foundation 250
Curriculum for the Gifted: An Overview 251
Concluding Note 252
References 253
14 Exploring Pedagogy from a Human Rights Perspective 255
Introduction 255
Understanding Human Rights in Pedagogy 255
Human Rights Education as a Human Right and as Pedagogy 256
Methodology 258
Analysis of Pedagogy and Classroom Practices 258
The Students’ Role in the Classroom Processes 259
How Did the Teachers Deal with Sensitive Issues, Such as Caste, Class, Gender, and so on? 259
Pedagogy and Activity 261
Context-Based Teaching-Learning, with Examples 262
The Types of Questions Asked 263
Teacher-Centred and Teacher-Fronted Classes 264
The Teachers’ Engagement with the Class 264
The Students’ Perspective Towards the Teachers 264
Teaching, Learning and Examination 265
How the Teachers Decided What Was Right and What Was Wrong, with Reference to Certain Debatable Issues 266
Student’s Status or Dignity in the Class 266
Feedback to the Learners 267
The Teachers’ Faith and the Attitude Towards the Student’s Potentialities and Capabilities 268
The Meaning of Discipline and Respect in Class 268
The Teachers’ Preconceived Notions 269
Space for Collaborative, Critical and Reflective Thinking 269
Summing up 269
Conclusion: The Way Ahead 270
References 270
15 Researching in Multilingual Settings: The Dilemma of the Mother Tongue 272
Introduction 272
Minority Voices and Language and Education Choices 273
Valuing the Local: Minority Voices on Development, Education, and Language 275
A Description of the Research Area in Its Multi-ethnic and Multilingual Context 278
History of Angika 279
Research Design 280
Research Findings 281
Implications for the Language Curriculum 284
Activities for Enhancing Understanding of Learning Styles 284
Activities for Enhancing Understanding of Interaction Styles 285
Activities for Enhancing Understanding of Cultural Content 285
Activities for Enhancing Understanding of Appropriate Assessment 285
Conclusion 286
References 287
Voices from the Field 289
16 Rivers and Fireworks: Social Constructivism in Education 290
Rivers and Fireworks: Social Constructivism in Education 290
Exploring Our Beliefs 291
Sociocultural Theory 292
The Zone of Proximal Development 296
What Is Social Constructivism? 299
Schema 299
Moving from Theory to Practice: Ideas for the Classroom 300
Examples: What Beliefs Exist About Teaching and Learning? 302
Holding Our Beliefs in an Open Palm: What Does This Mean? 303
Closing Reflection 303
References 304
17 Heterogeneity and Dynamism in Indian Classrooms 306
Introduction 306
Understanding the Context 307
Conceptualizing a Dynamic Classroom 307
Heterogeneity in and Across Indian Classrooms 314
Interface Between Heterogeneity and Dynamism in the Classroom 316
Policy Provisions 317
The Right to Education Act 2009 317
Chunauti 2018—New Academic Plan to Support Class IX 318
Insights Drawn 318
References 321
18 The Ethics of Inclusion 323
Introduction 323
Legislation and Inclusion 324
Human Rights and Inclusion 324
Legislation in the UK for Inclusive Education 325
Why Inclusion? 325
Case Studies 327
Case Study 1 327
Case Study 2 328
Case Study 3 329
Case Study 4 329
Case Study 5 330
Parents’ Viewpoints 331
The Significance of Teachers’ Perceptions of Inclusive Education 334
Factors Influencing Teachers’ Attitudes Toward Inclusive Education 334
References 336
19 The Blended Classroom in Language Teaching: A Perspective on the Significance of Technology 338
Introduction 338
Blending Technology ‘in’ the Classroom 339
Language and Technology: Everyday Interaction 340
Technologically Available Knowledges 340
Technology: A Resource 341
A Casual Conduit or a Resource 341
Technology: A Substitute 342
Teacher/Student as Creator 343
Technology: A Means to Learning the Language or Vice Versa 344
Language and the Internet 344
Voices from the Field 345
Purposes for Using Technology 346
Conclusion 351
References 351
20 Teacher Perceptions: The Importance of Being a Reflective Practitioner 353
Introduction 353
Teacher: A Professional or a Practitioner 354
Understanding Key Concepts 354
Reflections 354
Beliefs 355
Reflective Practices 355
Essentials of Reflection 357
Methods of Reflection 357
Different Types of Reflective Writing 359
Reflective Practice in Teaching: Theoretical Constructions 359
Reflection in Action 360
Reflection on Action 361
Teacher as a Reflective Practitioner 362
Role of Reflective Teaching in Teacher Education 363
Need and Importance of Reflection 364
Conclusion 366
References 366
21 Childhood: Theoretical Perspectives and Lived Realities 368
Introduction 368
Anthropological Accounts of Childhood 370
Childhood: Conceptualized as Emergence of Civilized, Disciplined and Vulnerable Bodies of Children 372
New Sociology of Childhood 374
About Bodhshala School 376
Proximity with Nature 376
Life at Home 377
Peer Interactions 379
Expectations from Schooling 380
Conclusion 381
References 381
Conclusion 383
22 Conclusion 384
A Few Last Words 384
Transforming the Conventional Classroom Through New Teaching Strategies 385
Using Technology-Integrated Teaching–Learning Processes in Fostering the Conceptual Understanding of Interns 385
The Need for Education Systems to Be Intertwined with Inclusive Practices 386
The Voice of the Practitioner Being Integral in Gaining Insights into Theory and Its Viability in Praxis of Education 386
The Road Ahead 387
Learning by Doing 387
Teacher Education: Theory and Praxis 387
References 389