Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Ability is a social construction that influences the access to recognition of people in the field of physical activity and sports (PASS) and in PE in particular. However, the notion of ability is defined in a simplistic and traditional manner and, consequently, experiences of symbolic violence are visible for those with specific body and tastes that do not match the dominant normative and hegemonic discourses embedded in the field. This study focuses on the narration of my own experiences of symbolic violence and “capital-dependence” as an “able” woman in the field of PASS. Through the analysis of critical moments from a retrospective point of view, I try to explain the evolution of my way of understanding the notion of ability and the circumstances that have contributed to the transformation of my discourse based on the socio-cultural perspective. I conclude that it is necessary to promote reflective practice in preservice teacher education programs as a way to increase awareness of embodied discourses’ influence in and from the different fields of PASS towards the construction of more inclusive movement contexts.

This paper aims to provide insights into the challenges of Communicative Language Teaching (CLT) practice at higher secondary level in Bangladeshi rural settings. Employing qualitative approach, in-depth interviews were conducted with 24 rural English language teachers to explore the problems they face in CLT implementation. The interview data were scrutinized using thematic analysis. Three major themes emerge from the analysis which are: (i) pedagogical factors; (ii) contextual factors; and (iii) personal factors that obstruct CLT implementation to reach at its expected outcome. The paper reveals the gap between the objectives of the present ELT curriculum and teachers’ practices. The teachers are optimistic with CLT approach for improving students’ English skill, but they need viable support to overcome the factors working as the barriers of its proper implementation. Based on the teachers’ suggestion, the study recommends the aligning of curriculum and test format, and also the training and logistic support for the teachers to overcome the issues surrounding the CLT implementation in the rural context of Bangladesh.

This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.

What insights emerge through researcher reflections on a Design-Based Research (DBR) curricular integration project that contribute to the professional learning of education faculty/ researchers? To answer this question, two researchers captured their debriefing discussions and reflections after monthly meetings with participating teachers. The meetings familiarized the teachers with DBR methods and enhanced teachers’ understanding of integrating literacy and science instruction. Data were open coded, collapsed into sub-categories and interpretations were then clustered into three themes. The first theme is our acknowledgement of the layers that needed to be peeled back to understand teacher participants’ planning and assessment. The second theme is the realization that the teacher participants were novices with respect to understanding and practicing curricular integration. The final theme honors the value of DBR as a research and professional learning method. Findings are discussed in light of the scant literature that describes the experience of DBR educational researchers. 

The aim of this study was to examine Turkish first-time and advanced supervisees’ supervisory relationship experiences. A phenomenological design was preferred for examining whether undergraduate- and graduate-level supervisees’ supervisory relationship experiences according to their professional developmental levels. The participants consisted of 27 supervisees enrolled in undergraduate, master’s, and doctoral programs in Counseling and Guidance at a public university in western Turkey. A semi-structured interview form was used to collect data. The results of content analysis demonstrated that according to first-time and advanced supervisees, the unchanged but definitive constructs of the supervisory relationship were supervisor’s facilitative and prescriptive interventions, sincere and nonjudgmental characteristics, constructive feedbacks; supervisee’s self-disclosure within supervision, anxiety in the early stages of the relationship and calmness in the further stages of the relationship, development of self-awareness and professional kills. The study findings were discussed and some implications are suggested. 

In this article we explore and develop the understanding of young people’s motives for (non)participation in lower secondary education. Based on a two-year study dominated by qualitative and explorative methods, we combine a focus on young peoples’ motives and goal orientations with a socio-cultural (and social constructivist) understanding of motivation/learning (Wenger, 1998; Wertsch, 1994). This combination allows us to explore the dynamic complexity of pupils’ motives for participation in school and look into how motivation is produced in the interplay between individual goals and motives and the learning climate within the school context (Ames, 1992; Dowson & McInerney, 2003; Maehr & Zusho, 2009; Jackson, 2006; Lemos, 2001). In the article, we identify key motivational orientations as they unfold in the social and learning processes that take place in the learning contexts young people are part of. As a mean to synthesise and highlight the complexities at play we introduce a situated model that visualises our results. 

The present study examines both the changes in beginning teachers’ visions and the challenges they face during their first year experience in teaching. A basic qualitative research methodology was used, and the data were collected through semi-structured interviews and a questionnaire that included open-ended questions from eighteen beginning teachers who started teaching in public schools in Eskisehir, Turkey. A vision-oriented teacher education model provided the conceptual framework for identifying the changes in participants’ visions. The challenges were also emerged through inductive analysis of the data. The findings provide some evidence of considerable changes in beginning teachers’ visions and challenges in their first year teaching experience. They also present evidence for the significance of first year teaching experience in beginning teachers’ visions. The study also highlights the crucial role of learning through experience in the teaching profession. In the end, some further research trajectories on teacher education, particularly changes in visions and challenges are suggested.

In 2016, Gallup reported 80 percent of recent U.S. college graduates who had visited career services offices (CSO) rated their engagement to be somewhat to very helpful. Quantitative reports such as this provide student views of CSOs, but neither address CSO staff’s perceptions of the value of their work nor the tools they use to assist students. Staff perceptions provide insight into how they communicate with students and align with emerging career education paradigms. Through in-depth interviews and participant observations, this study illuminates the communicative strategies used by CSO staff at a large U.S. Midwestern public university to support student employability. This study extends our theoretical understanding of career education and employability discourse, where staff engaged students’ assumptions about careers and provided opportunities for them to diversify knowledge about themselves and work to develop their career identities. Additionally, career education activities supported the development of students’ social capital and personal adaptability through staying positively focused and proactive in career exploration and job searches. Practical implications for this study are that employability discourse could (1) emphasize how institution-sponsored activities could increase student job seeker competitiveness, but also (2) instill a “no guarantees” academic culture where students are responsible for their employability. 

The article proposes to know how the formation of the national identity took place in the tutelary institutions of the first Francoism, during the stage of primary schooling, in the city of Madrid. To do this, a documentary collection of reports on practices and the statistics of the yearbooks of the National Institute of Statistics are used. Applying a historical-educational methodology, the texts and photographs of the archive are analyzed around three categories: national identity, educational practices, and the gender perspective. The results show the politicization and indoctrination to which the students were subjected in these centers, in which the symbology, the school subjects and the daily practices became tools to train in their own education of each sex and social class. The study advances the need to carry out new research with alternative sources and in other contexts in order to know how this education was lived by those who suffered the "protection" of National-Catholicism in the post-war tutelary institutions.