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Transforming Pedagogies Through Engagement with Learners, Teachers and Communities

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  • © 2021

Overview

Editors:
  1. Dat Bao

    1. Faculty of Education, Monash University, Clayton, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Thanh Pham

    1. Faculty of Education, Monash University, Clayton, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Reveals a range of forces that could support and hinder pedagogical innovations in various contexts
  • Unpeels many layers of teacher individuality to show how they might interfere with the innovative process
  • Equips readers with informative empirical findings that could inform and support their new practices

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-xxx
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  2. Transforming Pedagogies Through Engagement with Student Voice and Experience

    1. Front Matter

      Pages 1-1
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    2. Engaging Students in Academic Readings at Australian Higher Education: Experience Learned from Confucian Heritage Culture (CHC) Education

      • Thanh Pham, Lam H. Pham
      Pages 3-16

    3. Improving Pedagogy in Response to Students’ Reflective Learning Needs

      • Dat Bao
      Pages 17-36

    4. Developing Effective Global Pedagogies in Western Classrooms: A Need to Understand the Internationalization Process of Confucian Heritage Cultures (CHC) Students

      • Thanh Pham
      Pages 37-52

    5. Culturally Supportive Pedagogy: Challenges Faced by North Korean Immigrant Students in South Korea

      • Dat Bao, Giulio Ricci
      Pages 53-70

    6. Learners as Story Writers: Creative Writing Practices in English as a Foreign Language Learning in Indonesia

      • Henny Herawati
      Pages 71-87

    7. Exploring Attitudes Towards ‘Asia Literacy’ Among Australian Secondary School Students

      • Gary J Bonar
      Pages 89-105

  3. Transforming Pedagogies Through Engagement with Teacher Belief and Knowledge

    1. Front Matter

      Pages 107-107
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    2. Preservice Teachers’ Pedagogical Beliefs and Practices During the EAL Practicum in Australian Secondary Schools

      • Minh Hue Nguyen
      Pages 109-119

    3. Rethinking Pedagogy for Heritage Language Maintenance in Early Childhood Settings: The Power of Play

      • Ranran Liu
      Pages 121-135

    4. Implementing Formative Assessment in Vietnamese Classrooms: Strategies to Navigate Cultural and Structural Obstacles

      • Thanh Pham, Lam H. Pham
      Pages 137-150

    5. Making Sense of Teacher Agency Within a Vocational-Academic Integration Program at a Chinese Vocational High School

      • Jing Shi, Venesser Fernandes
      Pages 151-167

    6. Teacher Learning Through Dialogue: The Cases of Vietnamese Teachers

      • Thi Diem Hang Khong
      Pages 169-188

    7. Teacher Change in Science Education: What Could Be Done to Make This Happen?

      • Lam H. Pham, Russell Tytler
      Pages 189-200

  4. Transforming Pedagogies Through Community Engagement

    1. Front Matter

      Pages 201-201
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    2. Posting Your Thoughts: A Pedagogical Perspective of Blogging

      • Joseph A. Foley, Marilyn F. Deocampo
      Pages 203-215

    3. Service Learning in a Suburban Community in Vietnam: Pre-Service EFL Teachers as Agents of Change

      • Nguyen Hoang Tuan, Dat Bao
      Pages 217-231

    4. Parents as Teaching Allies: Some Cases in Japanese Schools

      • Eisuke Saito
      Pages 233-244

    5. Educational Neoliberalism and the Annexation of Literacy: A Cautionary Tale in the Asia-Pacific Context

      • Niranjan Casinader, Ayub Sheik
      Pages 245-255
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Keywords

About this book

This book identifies three types of influential forces that pose challenges to innovations: socio-cultural dynamics, teacher individuality, and local circumstances. It uses languages, cultural traits, and intellectual heritages in the Asia-Pacific region as an example to show the resistance to Western-based pedagogies due to disparities between the innovations and these local heritages. It reveals personal and professional values that teachers hold and how these values, while seemingly supporting creative ideologies, happen to prevent them from incorporating innovations in their practices. The book discusses how informal educational activities and services that a society possesses could impede pedagogical innovations. There is, therefore, a need for institutions and educators to develop a positive relationship between these phenomena and teaching innovations.

Editors and Affiliations

  • Faculty of Education, Monash University, Clayton, Australia

    Dat Bao, Thanh Pham

About the editors

Dr. Dat Bao has worked with Leeds Metropolitan University in the UK, Cornell University in the US, the National University of Singapore, the Assumption University of Thailand, and over the past thirteen years has lectured in Monash University. His expertise includes creative pedagogy, curriculum design, intercultural communication, materials development, classroom silence, literacy development, and visual pedagogy in language education. He is the author of Understanding Silence and Reticence: Nonverbal participation in Second Language Acquisition (2014), Poetry for Education. Classroom Ideas that Inspire Creativity (2017), Creativity and Innovations in ELT Material Development: Looking beyond the Current Design (2018).

Dr. Thanh Pham has been working in higher education for more than 10 years. Her main research areas are graduate employability, intercultural education, and education internationalisation. She has been conducting substantial research on internationalisation of higher education curricula and enhancing interactions of students from various backgrounds and contexts. Thanh is heavily researching graduate employability with a focus on unpacking how graduates develop strategies to navigate barriers in the labour markets. She has conducted research in various countries and developed comparative models showing resources/capitals that graduates should be aware of and develop so that they could thrive in both host and home labour markets. Her research has been published on a range of reputational journals and book publishers. Thanh has also successfully transferred her research into teaching by developing new teaching courses about education to work transitions at both undergraduate and postgraduate levels.

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