"Going outside": discussing the connection between pedagogical practices with digital tools and outdoor learning in early childhood and primary education

Technology has an important role in children's lives and education. Based on several projects developed with ICT, both in Early Childhood Education (3-6 years old) and Primary Education (6-10 years old), since 1997, the authors argue that research and educational practices need to "go outside", addressing ways to connect technology with outdoor education. The experience with the projects and initiatives developed supported a conceptual framework, developed and discussed with several partners throughout the years and theoretically informed. Three main principles or axis have emerged: strengthening Children's Participation, promoting Critical Citizenship and establishing strong Connections to Pedagogy and Curriculum. In this paper, those axis will be presented and discussed in relation to the challenge posed by Outdoor Education to the way ICT in Early Childhood and Primary Education is understood, promoted and researched. The paper is exploratory, attempting to connect theoretical and conceptual contributions from Early Childhood Pedagogy with contributions from ICT in Education. The research-based knowledge available is still scarce, mostly based on studies developed with other purposes. The paper, therefore, focus the connections and interpellations between concepts established through the theoretical framework and draws on the almost 20 years of experience with large and small scale action-research projects of ICT in schools. The more recent one is already testing the conceptual framework by supporting children in non-formal contexts to explore vineyards and the cycle of wine production with several ICT tools. Approaching Outdoor Education as an arena where pedagogical and cultural dimensions influence decisions and practices, the paper tries to argue that the three axis are relevant in supporting a stronger connection between technology and the outdoor.

Mathematical pedagogical content knowledge in early childhood education: A study in initial teacher education in Portugal

The study aims to explore the specificity of mathematics Pedagogical Content Knowledge in Early Childhood Education Pedagogy. The pedagogy of ECE (Siraj-Blatchford, 2010) and the didactics of ECE (Pramling & Pramling-Samuelsson, 2011) suggest dimensions of knowledge that require strong content and PC knowledge of teachers. Recent studies about PCK of ECE teachers highlight similar specific dimensions: organization of educational environment and interactions with children (Lee, 2010, McCray, 2008, Rojas, 2008). The current framework for ECE Teacher Education in Portugal (since 2007) focuses both content knowledge and subject didactics. PCK has been labelled the 'great unknown' in ECE (Rojas, 2008) in traditions where the child's development is considered as the main knowledge base for ECE (Chen & McNamee, 2006, Cullen, 2005, Hedges & Cullen, 2005). We studied the perspectives of 27 initial teacher education students about knowledge for teaching and about ECE Pedagogy. We used one open-ended questionnaire and students' analysis of episodes focusing children's answers or discourse relevant for mathematics (about high numbers and square root). The questionnaire was anonymous and students’ permission to use the answers was obtained. In the questionnaire, interactions with children (62%) and organization of the educational environment (38%) are highlighted as the most important focus for the teacher. Students suggested tasks that were adult planned and oriented to further the situations presented in the episodes. Very few references to children's exploratory actions (Bonawitz et al., 2011) were made. The specificity of ECE (child initiated activities, e.g.) needs to be further developed in initial teacher education.

Leadership and Pedagogical Interaction as Predictors of Learning Outcomes in Physical Education

This research aims to understand the relative contribution of leadership styles and teacher-student and student-student pedagogical interaction concerning learning performance and academic achievement in Physical Education. A quantitative methodology was implemented, comprising a sample of 447 students attending a school grouping located in the coastal region of central Portugal. In order to verify the nature, the strength and the direction of the relations among the variables, correlation and multiple regression analyses were used. For this, scales already validated and used in other researches were applied. The results show that the learning performance and the academic achievement are significantly associated with teacher leadership styles and teacher-student and student-student pedagogical interaction. A stronger association was obtained with leadership styles, especially the democratic one. It should be mentioned that these factors provide a higher relative contribution to the learning performance than to the academic achievement. The analysis conducted highlights the importance of the democratic teacher leadership style and of the pedagogical interaction established within the classroom towards the improvement of students’ ability to understand the gains and the effort made in learning.

Leadership and Pedagogical Interaction as Predictors of Learning Outcomes in Physical Education

Problem Statement: This research aims to understand the relative contribution of leadership styles and teacher-student and student-student pedagogical interaction concerning the learning performance and academic achievement in physical education. Research Questions: Are the teacher leadership style and the teacher-student and student-student pedagogical interaction related to the learning performance and academic achievement in physical education in basic schooling? Purpose of Study: There are several factors that contribute for the explanation of learning outcomes, namely teacher leadership styles in the classroom, as well as teacher-student and student-student pedagogical interactions. These factors are considered to be essential in the teaching-learning process and in the subsequent improvement of educational outcomes. Research Methods: A quantitative methodology was implemented, comprising a sample of 447 students attending a School Grouping located in the Central Region of Portugal. In order to verify the nature, the strength and the direction of the relations among the variables, correlation and multiple regression analyses were used. For this, scales already validated and used in other researches were applied. Findings: The results show that the learning performance and the academic achievement are significantly associated with teacher leadership styles and teacher-student and student-student pedagogical interaction. A stronger association was obtained with leadership styles, especially the democratic one. It should be mentioned that these factors provide a higher relative contribution to the learning performance than to the academic achievement. Conclusions: This study sought to deepen the understanding of the explanatory factors of academic success concerning the teaching-learning process in physical education. The analysis conducted highlights the importance of the democratic teacher leadership style and of the pedagogical interaction established within the classroom towards the improvement of students' ability to understand the gains and the effort made in learning.