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( Parbati Dhungana ),( Roshani Rajbanshi ),( Niroj Dahal ),( Bal Chandra Luitel ) 경북대학교 중등교육연구소 2022 Asia Pacific Journal of Educational Research Vol.5 No.1
Teacher-centered pedagogical practices seem insufficient for promoting students’ active learning in semester-based teaching. Therefore, we argue that integrating participatory pedagogy as a strategy to the teacher-centered pedagogical practices contributes to the existing semester-based teaching, learning, and assessing practices. Inspired by living educational theory, we engaged with nine students of Science, Technology, Engineering, Arts, Mathematics (STEAM) in the Participatory Action Research (PAR) course/class living our shared value, respect, in the process of facilitating for six months (February-July 2020). Considering each class, a cycle (i.e., of planning, action, observation, and reflection design) and adapting dialogue as a research method, we generated and analyzed information in a participatory way. We discussed how participatory pedagogy created a respectful learning environment and influenced our students, us, and the PAR curriculum. Journal entries, students’ blog writings, students’ assignments, arts and designs, and curriculum hold the evidence of curriculum improvement through pedagogical inventiveness, empowerment, enhancement of criticality, and reconceptualization of the curriculum. Finally, we shared how the participatory pedagogy becomes a context-responsive pedagogy that exhibits hope for a better world in the diverse educational contexts, including (post) COVID-19.