Teachers and Students Talk about Relevant Learning: Narratives from Different Community Schools in Romania

Autor/in	Martelli, Maria
Titel	Teachers and Students Talk about Relevant Learning: Narratives from Different Community Schools in Romania
Quelle	In: Peabody Journal of Education, 95 (2020) 1, S.55-65 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1702423
Schlagwörter	Foreign Countries; Community Schools; Relevance (Education); Student Attitudes; Teacher Attitudes; Social Class; Experiential Learning; Student Centered Learning; Values Education; Role of Education; Romania + Suchen Sie Ihr Suchwort? Ausland; Community school; ; Gemeindeschule; Gemeinschaftsschule; Relevance; Relevanz; Schülerverhalten; Lehrerverhalten; Social classes; Soziale Klasse; Experiental learning; Erfahrungsorientiertes Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Werterziehung; Bildungsauftrag; Rumänien
Abstract	Understanding students' and teachers' representations of relevant learning is key to providing better learning programs. This article aims to show the various ways in which relevant learning is conceptualized in different community schools in Romania. First, it pays attention to differences and similarities in the students' and the teachers' concepts of learning. Second, it looks at how interlocking variables such as the position of the school in national hierarchies, the school's profile, and how the social class of teachers and students influence the narrative. The article brings out voices from both urban and rural spaces, adding an Eastern European perspective to the global literature. The data is gathered by a local facilitator who has conducted separate focus groups with teachers and students from six schools on the topic of relevant learning. These discussions helped outline several categories that are considered relevant: applied learning, student-centered learning, market-oriented learning, and character/value education. Underneath, the framework of particular social and economic contexts is considered. Building on Jean Anyon's writing on how schools' discourses prepare students for the workplace, reproducing their social standing, this article aims to bring new insight into the current narratives of teachers and students. Finally, the article wishes not only to describe what relevant learning is perceived to be, but to show that the conceptualization is based on the individual's position within the institution (microstructure) and within society (macrostructure). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01