The Emergence of Loving Pedagogy in the L2 Affective Domain:How Affective Pedagogy Accounts for Chinese EFL Teachers’Professional Success and Job Satisfaction?

The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.

体育科学新学科“Sport Pedagogy”的溯源及再认识

体育教育学"sport pedagogy"是国际认同的体育科学中年轻的分支学科。国内该学科的发展现状为"有名无实",20多年来几乎处于停滞状态。为了更好地同国际接轨,取得实质性的学科进展,通过文献资料调研,对sport pedagogy的语源学分析和国内外学科发展脉络的梳理,研究认为:1)广义化的sport和内涵丰富的pedagogy揭示了体育教育学试图囊括所有同身体活动相关的教育、训练和指导问题;2)体育教育学已经历了萌芽和国际化阶段,现处于学科初步形成阶段;3)国内学科定义不够深刻,发展方向模糊,没有具体的研究框架,研究内容集中于学校体育教育。研究重新定义了学科概念,明确了"三维一核"的学科框架,并根据国内外研究现状和社会发展需要总结了未来学科的发展方向。现阶段体育教育学应该尽快健全学会组织,搭建学术交流平台,完善学科建设机制。

Integration of Critical Reading Pedagogy and English Teaching

Teaching English reading lessons is not an easy task if students are not motivated. To encounter the problem, critical reading pedagogy are discussed for the benefits of teachers and students. Critical reading pedagogy, as it is discussed, will improve the teaching of English reading to some extent.

On Application of Integrated-skill Pedagogy in College EFL Teaching

The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some current perspectives.Further research is needed to perfect this pedagogy in that it exposes EFL learners to authentic context and challenges them to communicate naturally in the language.

Critical Pedagogy and Teaching English as a Foreign Language in Chinese College Context

In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.

Raising International Discourse Rights in Translation and Interpreting Pedagogy

This research project aims at consolidating and revitalizing translation and interpreting pedagogy with dual emphasis on the cultural soft power and international discourse rights of China via emphasizing international competitiveness.In order to realize the significant needs of the current market requirements and the new era of China,this project proposes the“ICC”interpreting training model.It refers to the combination of intercultural communication competency with international competitiveness as the teaching and learning outcomes by means of integrating the following five components in the course content and the whole curriculum design:(1)interpreting competency-bilingual competence and interpreting skill-based training;e.g.,short-term memory and note-taking;(2)national value-strengthening translation and the crucial roles and responsibilities of interpreter trainers and trainees in disseminating national culture;(3)expertise of subject matters-equipping students with expertise for work field and meeting the market requirements;e.g.,specific professional knowledge and jargons demanded by the tasks;(4)professional ethics and image-extra-linguistic knowledge emphasizing a translator’s and an interpreter’s professional code of conduct and ethics in a way that can establish the“iconic”image of a professional interpreter;e.g.,confidentiality,posture,and appearance;(5)practical assessment-evaluation of students’performance in practical translation and interpreting opportunities and/or internship in organizations of various natures according to international standards.This research proposes a new training model to incorporate intercultural communication competency with international competitiveness.The significant role of interpreting pedagogy in contributing to a sound national name is investigated.The new“ICC”model that this research is proposing answers such a call for the significant role of raising cultural soft power and international discourse rights in China.

Pedagogy of"Life and Practice"and a Reflection on Contemporary Education

Professor Lan Ws meta-research on pedagogy and education in Return to Breakthrough-An Outline of Life and Practice Pedagogy puts forward the problems of what pedagogy is and what education is,reflects on the problems of contemporary education,and proposes that education should return to its root,which lies in the traditional Chinese problems of education and adults as well as education and life.This paper attempts to clarify the problems raised by Professor Lan Ye and reflect about the problems of contemporary education under meta-education as well as the role and significance of the traditional Chinese educational spirit for contemporary education.

Complexity-Based Pedagogy for E-Learning: Description of Emergence in a Graduate Nursing Program

This paper describes the kind of engagement and emergent learning that happened in three different sections of a graduate nursing course. Three nursing educators used an e-learning platform called Daagu that was developed by faculty guided by complexity pedagogy. A total of 43 students were enrolled in the full credit foundations course in theory and philosophy. Authors describe two specific instances of emergent learning: one was expressed by students in relation to a particular resource (article, TedTalk, YouTube, Poem) or discussion, and the second is in relation to specific “aha moments” or shifts in understanding that changed student attitudes and actions. Quotes of emergent learning provide a source of narrative data for conversing about and developing quality e-learning platforms for students and educators.

Modern Pedagogy and the Ratio Studiorum

This presentation discusses the requests of modern pedagogy, and a possible bridging between the traditional teaching strategies drawn by the Ratio Studiorum of a unique and rare structure, and today＇s learning process. It will argue the practical application and philosophy of education widely accepted and recognized as a part of curricular activities within the learning environments, though with no recognition of its origin. This paper aims to examine the indisputable contributions of the educational methods of the Jesuits in our time, although, the discipline has developed new fundamental, and new concepts such as self-esteem, self-awareness, and self-determination among others,

Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling

When the demographics in American public schools became more diverse,educators have faced the challenge of working with diverse student learners.In the education field,culturally relevant pedagogy has been widely recognized as an effective practice for teaching about diversity and is used across different school subject areas.This article discusses the four aspects in which teachers can implement culturally relevant pedagogy in TPRS language classrooms:a caring learning community,establishing meaning,story asking,and story reading.Teachers can include and empower students by validating them as learning subjects and engaging them in knowledge creation and representation in curriculum and instruction.The goal is to develop academic success,culture and identity,equity,and excellence for all student learners in a multicultural and global society.

Pronunciation in English Pedagogy in China

Teaching English pronunciation in SLA has been a challenge for almost every English teacher because students' local Chinese accents have been a major obstacle when they're learning English.This article is aiming to illustrate the phenomena and solutions of the pronunciation in English pedagogy.

Consciousness of Sorrow and Worry and the National Pedagogy of Reform

River Elegy(Heshang)is a Chinese TV documentary aired on Chinese Central Television(CCTV)in 1988.Its provocative condemnation of the thousand-year-old'yellow civilization'(huangse wenming黄色文明)of China stirred up a tornado of controversies among Chinese audiences.Intense debates and reflections on the documentary both inside and outside China have made Heshang one of the most intriguing'phenomena'in contemporary Chinese culture.This paper proposes a new perspective to read Heshang,tackling it as a historically situated narrative that embodies a post-Mao intellectual discourse of the national sentiment.In the new context of post-Mao China,what does Heshang tell of the relative positionalities of the intellectuals,the masses,and the state in the frame of Chinese modernity?How do we dialectically understand the documentary’s national pedagogy of reform in relation to the elusive agency of the low-quality Chinese masses?With these questions in mind,I revisit Heshang’s claim of weak political agency as an embodiment of low people quality.I argue that the national sentiment of the consciousness of sorrow and worry(忧患意识)simultaneously suggests and subverts the national pedagogy of reform promoted by the Heshang intellectuals.

Health Pedagogy and Sport: Attitudes and Practices of Gymnastics Coaches

Gymnasts are exposed to intense training,frequent competitions,controlled diets and high levels of psychological distress in youth age.These aspects can negatively affect athletic performance and have health consequences.Accordingly,if the coaches do not possess adequate knowledge and specific multi-disciplinary skills related to sports practice and health pedagogy,young athletes can be exposed to different health risks.The aim of this study is to investigate the knowledge and attitudes of coaches and identify any education needs to enhance or preserve the gymnasts’well-being.The sample is represented by 98 Italian rhythmic gymnastics coaches of different levels.The data were obtained by using structured and anonymous questionnaires with open and closed answers administered through interview.The aspects examined are related to nutrition,food supplements,overtraining syndrome,educational topics,gymnasts’hassles and trainings needs of coaches.Critical aspects that emerge from this study show the need for specific scientific training and support for coaches.This objective can be achieved by providing constant technical and scientific support,in order to make the coaches fully aware of their educational,pedagogical and long-term health responsibilities of their athletes.

Tornudd＇s and Siukonen＇s Methodical Starting Points of Music Pedagogy in the Field of Educational Trends

The purpose of this study is to investigate the effect of educational trends on A. T6rnudd＇s （1913） and V. Siukonen＇s （1929） methods of music education （teaching and singing） in Finland from 1863 to the late 1930s. In the examination of methods the analysis focuses on the time when T6rnudd and Siukonen were influential. A model of analysis was created in the study, with the help of which common and divergent elements in the educational trends and methods of music education were sought. According to the study, TOmudd＇s pattern singing method represented the Old School starting points, but he was a supporter of the work school, for instance. Siukonen＇s method was based on the New School principle in which the child-centered education philosophy and the developmental-psychological growth and development were taken into account in developing the method. Siukonen raised singing by ear as a central feature, from which children made observations. Methodical transition period took place at the turn of the 1920s and 1930s. However, in teaching singing, the effects of the new trends were seen as early as from the late 1910s onwards.

Explorations in the Tension Between Media Activism and Action-Oriented Media Pedagogy

In historically, culturally, and technically variable media constellations, various forms of media activism, media education, and learning design have been developed. As to media activism, there is a broad spectrum, including graffiti, radio activism, community media, visual activism, tactical media （Garcia ＆ Lovink, 1997）, and more recently, media interventions questioning the workings of biopower （Da Costa ＆ Philip, 2008）. On the other hand, debates on media competency and media literacy have been going on for a few decades. Although media have also been conceptualized as media of resistance or critique in informal contexts as well as in formal education, lively exchanges of concepts and ideas are comparatively seldom in respective traditions. The paper aims at exploring challenges for media education and interfaces between both fields.

For a Pedagogy of Care

Today, philosophy as well as other sciences identifies care as a primary concept to reflect upon, and if we contemplate our own experience, the ontological and existential primacy of caring becomes apparent. Starting from these premises, it is fundamental to reinterpret education from the perspective of the concept of care. To contribute to the development of this pedagogical debate, the aim of this paper is to identify the ways of behaving which qualify the competence of an educator as capable of providing care. This is a central pedagogical question; indeed, since the practice of care occurs in relationships where the educator is the subject responsible for ensuring that the relationship is permeated by care. As such, a core task of pedagogical reflection is identifying the relational postures which shape good care.

The Intercultural and Psychophysical Pedagogy of Phillip Zarrilli

Phillip Zarrilli is an acting teacher whose pedagogy incorporates the Asian disciplines of hatha yoga, kalarippayattu, and t ＇ai chi ch ＇uan. His intercultural pedagogy would be best labeled as ＂psychophysical＂ based on his own assertions and when bearing in mind the traditions that he considers most personally influential, all of which have intercultural elements, both Western and Asian. This paper examines Zarrilli＇s personal origins, his pedagogy, his teaching influences, and his legacy based on his artistic progeny. Information was gathered through interviews, personal observation, on-site participation, and literature. The subjects of these analyses were： the disciplines of Asian origin relevant to Zarrilli＇s pedagogy; how his teaching influences his students; Zarrilli＇s personal development from university to his present international teaching, directing, and writing; his past and current projects; and what his work means today.

Multiliteracies in College English Pedagogy

Due to the expanding variety of modes of communication and tools for meaning-making, multimodal representation and multiple forms of text have been a common occurrence. It is essential for today＇s reader/viewer to foster the capacity to critically deconstruct and reconstruct multimodal texts. And it is a must to expand traditional conceptions of literacy to multiliteracies. This paper, from the perspective of both theories and practices, explores and analyzes visual literacy, media literacy, digital literacy, critical literacy, and postmodern literacy in college English pedagogy, so as to fully develop the learners＇ multiliteracies

Marxism and Political Economy in Education:An Interpretation of Jean Anyon's Critical Pedagogy

Jean Anyon(1941-2013)is a critical pedagogical researcher and social activist in the United States.All her life,she devoted herself to taking education as a breakthrough,exposing the ugliness of capitalist countries and promoting the equality of society and education.She uses Marxist theory to analyze the relationship between social class and school knowledge,hidden curriculum;education and mainstream ideology;and conflicts and resistances in education,emphasizing the theoretical and practical significance of Marxism in today’s education.In order to find the deepest problem of education,Jean Anyon demonstrates the relationship between school education and macroeconomic policy from the perspective of political economics;the dialectical relationship between education reform and economic reform;and explains the reasons for education failure by quoting David Harvey’s concept of“deprivation accumulation”.Facing the cruel situation,Jean Anyon did not lose confidence,but found the“radical possibility”and put forward the concept of social change centered on education reform.

Pedagogy in Bangladeshi Private Universities： Context, Culture, and Confusion

Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Yet, while Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. At the university level, pedagogical training would address cultural hindrances to students＇ advanced learning. Today＇s teachers are yesterday＇s students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. At the same time, the majority of faculties lack pedagogical methods for adjusting their teaching framework to accommodate the diversity of students＇ worldviews to nurture knowledge progression in classroom settings. Importantly, students acquire cultural practices of rote learning and memorization by way of lectures and homework that parrots texts and lectures. Many faculties are unaware that the purpose of a university is to stimulate new ideas and knowledge, provoke assumptions, and teach and encourage critical thinking. The pedagogical challenge also derives from Bengali culture, from which teachers assume a hierarchical mindset and attitude that is counter-productive to students＇ learning.