Maria Impedovo – författare

Offering a unique, interdisciplinary approach through integration of concepts from education, philosophy, social work, and the affective sciences, this volume provides a unique pedagogical perspective on how affectivity can become an educative opportunity in the classroom.By foregrounding the importance of interactions occurring between more-than-human entities in and beyond classroom settings, the book promotes a socio-material approach to pedagogy. This emphasis on fostering learning environments where students and teachers feel valued, supported, and empowered distinguishes the book from other texts and aligns with contemporary educational and philosophical theories advocating for the significance of affect-based learning and relational pedagogies. The chapters engage the reader in processes of ‘thinking with theory’, drawing on data gathered from real-world educational settings via participative and collaborative research with teachers, students, and researchers. Ultimately offering a compelling and multi-layered exploration of affect as a vital, yet often under-theorized, dimension of pedagogical practice, this book will be of value to researchers, postgraduates, and scholars in the fields of Classroom Practice, theories of learning, and curriculum studies more broadly.

Offering a unique, interdisciplinary approach through integration of concepts from education, philosophy, social work, and the affective sciences, this volume provides a unique pedagogical perspective on how affectivity can become an educative opportunity in the classroom.By foregrounding the importance of interactions occurring between more-than-human entities in and beyond classroom settings, the book promotes a socio-material approach to pedagogy. This emphasis on fostering learning environments where students and teachers feel valued, supported, and empowered distinguishes the book from other texts and aligns with contemporary educational and philosophical theories advocating for the significance of affect-based learning and relational pedagogies. The chapters engage the reader in processes of 'thinking with theory', drawing on data gathered from real-world educational settings via participative and collaborative research with teachers, students, and researchers. Ultimately offering a compelling and multi-layered exploration of affect as a vital, yet often under-theorized, dimension of pedagogical practice, this book will be of value to researchers, postgraduates, and scholars in the fields of Classroom Practice, theories of learning, and curriculum studies more broadly.

Offering a unique, interdisciplinary approach through integration of concepts from education, philosophy, social work, and the affective sciences, this volume provides a unique pedagogical perspective on how affectivity can become an educative opportunity in the classroom.By foregrounding the importance of interactions occurring between more-than-human entities in and beyond classroom settings, the book promotes a socio-material approach to pedagogy. This emphasis on fostering learning environments where students and teachers feel valued, supported, and empowered distinguishes the book from other texts and aligns with contemporary educational and philosophical theories advocating for the significance of affect-based learning and relational pedagogies. The chapters engage the reader in processes of 'thinking with theory', drawing on data gathered from real-world educational settings via participative and collaborative research with teachers, students, and researchers. Ultimately offering a compelling and multi-layered exploration of affect as a vital, yet often under-theorized, dimension of pedagogical practice, this book will be of value to researchers, postgraduates, and scholars in the fields of Classroom Practice, theories of learning, and curriculum studies more broadly.

The present book addresses the following challenge: How do we create and sustain a teacher community? For practitioners, the main question in this handbook is: How do we build and facilitate teacher communities? The different chapters discuss teacher interaction for learning and professional development in light of three constructs: the group, the community, and the network. There is a wealth of literature, especially on theoretical frameworks, success factors, and barriers to participation in teacher communities. However, this book addresses the need for a step-by-step guide with valuable suggestions for those who want to create (from scratch) and support a community of teachers brought together to deal with specific issues and, importantly, mediated by educational technology

The present book addresses the following challenge: How do we create and sustain a teacher community? For practitioners, the main question in this handbook is: How do we build and facilitate teacher communities? The different chapters discuss teacher interaction for learning and professional development in light of three constructs: the group, the community, and the network. There is a wealth of literature, especially on theoretical frameworks, success factors, and barriers to participation in teacher communities. However, this book addresses the need for a step-by-step guide with valuable suggestions for those who want to create (from scratch) and support a community of teachers brought together to deal with specific issues and, importantly, mediated by educational technology

Teacher Dialogical Self: Professional development dynamics offers a profound and intimate exploration of teacher identity, delving into the intricate interplay between personal and professional dimensions. By providing a deep, reflective perspective on how internal experiences-such as emotions, self-awareness, and inner dialogues-shape and are shaped by the teaching role, it seeks to enhance overall effectiveness and well-being within the educational environment. This book equips educators with a nuanced understanding of their own identities, enabling them to navigate their roles with greater authenticity and resilience. Through this introspective journey, the book aspires to foster a more supportive, engaged, and balanced teaching practice that benefits both educators and their students.

Teacher Dialogical Self: Professional development dynamics offers a profound and intimate exploration of teacher identity, delving into the intricate interplay between personal and professional dimensions. By providing a deep, reflective perspective on how internal experiences—such as emotions, self-awareness, and inner dialogues—shape and are shaped by the teaching role, it seeks to enhance overall effectiveness and well-being within the educational environment. This book equips educators with a nuanced understanding of their own identities, enabling them to navigate their roles with greater authenticity and resilience. Through this introspective journey, the book aspires to foster a more supportive, engaged, and balanced teaching practice that benefits both educators and their students.

Teacher Dialogical Self: Professional development dynamics offers a profound and intimate exploration of teacher identity, delving into the intricate interplay between personal and professional dimensions. By providing a deep, reflective perspective on how internal experiences-such as emotions, self-awareness, and inner dialogues-shape and are shaped by the teaching role, it seeks to enhance overall effectiveness and well-being within the educational environment. This book equips educators with a nuanced understanding of their own identities, enabling them to navigate their roles with greater authenticity and resilience. Through this introspective journey, the book aspires to foster a more supportive, engaged, and balanced teaching practice that benefits both educators and their students.