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Papers by carol hordatt gentles
Advances in research on teaching, Jun 9, 2023
Teacher Experiences and Practices During COVID 19, 2021
ICET: The International Council on Education for Teaching (www.icet4u.org) and The MESHGuides net... more ICET: The International Council on Education for Teaching (www.icet4u.org) and The MESHGuides network (www.meshguides.org) An initiative of the Education Futures Collaboration charity (UK registration number 115 7511) Copyright © 2021 by: ICET: The International Council on Education for Teaching (www.icet4u.org) and The MESHGuides network (www.meshguides.org) All rights reserved. Reproduction, copy, or electronic transmission of this publication can be used with written permission from the publishers along with acknowledgement and appropriate referencing.
Pathways to Professorship
In this panel presentation, my students and I co-construct the story of learning and teaching qua... more In this panel presentation, my students and I co-construct the story of learning and teaching qualitative research together as teacher and graduate students. We juxtapose my story as teacher and supervisor with their stories as students and supervisees. We explore how we have learned from each other and constructed spaces for understanding qualitative research in ways that push boundaries and improve pedagogy
Environmental Education Research
Brock Education Journal, Jul 13, 2022
Education for Sustainable Development (ESD) Infusion Into Curricula: Influences on Students' Unde... more Education for Sustainable Development (ESD) Infusion Into Curricula: Influences on Students' Understandings of Sustainable Development and ESD
Journal of Learning for Development, Mar 15, 2022
Caribbean Journal of Education
This qualitative study explored the practices of Belizean urban, preschool teachers when teaching... more This qualitative study explored the practices of Belizean urban, preschool teachers when teaching social and emotional skills (SES). It sought to shed light on their understanding of social and emotional development (SED) with a view to highlighting possibilities for and challenges with improving the teaching of SES at the preschool level. A sample of 6 preschool teachers was interviewed, observed, and asked to provide a self-evaluation reflection on their social and emotional teaching practices. The findings revealed that while teachers taught and encouraged development of some SES, they did not teach SES in explicit and strategic ways. This shortcoming was influenced by the teachers’ limited understanding of SED and how to facilitate it. An improved curriculum, professional developmental training, monitoring, and support are therefore indicated as necessary components for the effective teaching of SES.
The abrupt closure of universities due to the coronavirus pandemic caused unprecedented challenge... more The abrupt closure of universities due to the coronavirus pandemic caused unprecedented challenges for educators. They struggled to transition to online teaching almost overnight. This has raised questions about the readiness of Higher Education for digitalisation and hybridization of learning environments and focused attention on the renewal of teaching and learning models. It is incumbent upon those who practise critical pedagogy to join this conversation; the mandatory transition has raised difficult questions around how to ensure continuity of an agenda to offer students humanistic and democratic learning experiences in the new virtual reality. In this paper I offer a critical analysis of my journey through this period where I recount and deconstruct the difficulties and tensions that arose as I struggled to make my online classes conducive to critical pedagogy. I share how I learned to navigate and reshape initially oppressive, nonhuman spaces into democratic learning communiti...
Southern African Journal of Environmental Education, 2020
The quest for social and economic development coupled with a growing population has led to comple... more The quest for social and economic development coupled with a growing population has led to complex and unsustainable interactions between humans and the natural resources of planet Earth. One approach to addressing complex, ‘wicked’ problems involves closing the gap between the sustainability knowledge of individuals and the competencies for positive environmental behaviours. Projectbased learning is one teaching-learning strategy which provides opportunities for cultivating a wide range of sustainability competencies to close this gap. Two cases are presented in this paper in which project-based learning was used for fostering environmental competencies and advancing sustainability. One relates to teachers in a graduate course, and the other, to students using an online learning platform. Evaluation of various qualitative documents and artefacts produced by participants revealed that i) teachers and students were motivated and enabled to take action on environmental and sustainabil...
Caribbean quarterly, 2018
![Research paper thumbnail of Helping Caribbean graduate students to become qualitative researchers: Searching for an appropriate pedagogy [PowerPoint presentation]](https://attachments.academia-assets.com/78430682/thumbnails/1.jpg)
](Learning to do qualitative research requires becoming comfortable with thinking and producing aca... more Learning to do qualitative research requires becoming comfortable with thinking and producing academic work that is inductive, iterative and non-positivistic. This is often difficult for adult learners who are accustomed to learning and succeeding in Caribbean teaching cultures that still tend to be traditional, prescriptive and didactic.
The forced transition to online teaching during the Covid-19 pandemic has fast-tracked the integr... more The forced transition to online teaching during the Covid-19 pandemic has fast-tracked the integration of ICT use by teachers across Latin America and the Caribbean (LAC) . Given the slow adoption of ICT by LAC teachers before the pandemic it is useful to investigate how, why and in what ways, LAC teachers overcame their prior reluctance and resistance to learn and practice digital literacy. Using qualitative interview data from a global report on teachers’ experiences during Covid-19, this paper analyses how the pandemic changed the ways in which 53 teachers from 15 LAC countries think about and use ICT. It suggests their concern for student loss of learning due to school closures empowered them to overcome barriers that normally impede ICT use by teachers. At the same time, initial acceptance of ICT use has wavered due to ongoing widespread challenges with internet connectivity and access. This has implications for what we know about supporting professional development in the use ...
… education and teaching: innovative practices for …, 2007
SAJEE, 2020
The quest for social and economic development coupled with a growing population has led to comple... more The quest for social and economic development coupled with a growing population has led to complex and unsustainable interactions between humans and the natural resources of planet Earth. One approach to addressing complex, 'wicked' problems involves closing the gap between the sustainability knowledge of individuals and the competencies for positive environmental behaviours. Project-based learning is one teaching-learning strategy which provides opportunities for cultivating a wide range of sustainability competencies to close this gap. Two cases are presented in this paper in which project-based learning was used for fostering environmental competencies and advancing sustainability. One relates to teachers in a graduate course, and the other, to students using an online learning platform. Evaluation of various qualitative documents and artefacts produced by participants revealed that i) teachers and students were motivated and enabled to take action on environmental and su...
Advances in research on teaching, Jun 9, 2023
Teacher Experiences and Practices During COVID 19, 2021
ICET: The International Council on Education for Teaching (www.icet4u.org) and The MESHGuides net... more ICET: The International Council on Education for Teaching (www.icet4u.org) and The MESHGuides network (www.meshguides.org) An initiative of the Education Futures Collaboration charity (UK registration number 115 7511) Copyright © 2021 by: ICET: The International Council on Education for Teaching (www.icet4u.org) and The MESHGuides network (www.meshguides.org) All rights reserved. Reproduction, copy, or electronic transmission of this publication can be used with written permission from the publishers along with acknowledgement and appropriate referencing.
Pathways to Professorship
In this panel presentation, my students and I co-construct the story of learning and teaching qua... more In this panel presentation, my students and I co-construct the story of learning and teaching qualitative research together as teacher and graduate students. We juxtapose my story as teacher and supervisor with their stories as students and supervisees. We explore how we have learned from each other and constructed spaces for understanding qualitative research in ways that push boundaries and improve pedagogy
Environmental Education Research
Brock Education Journal, Jul 13, 2022
Education for Sustainable Development (ESD) Infusion Into Curricula: Influences on Students' Unde... more Education for Sustainable Development (ESD) Infusion Into Curricula: Influences on Students' Understandings of Sustainable Development and ESD
Journal of Learning for Development, Mar 15, 2022
Caribbean Journal of Education
This qualitative study explored the practices of Belizean urban, preschool teachers when teaching... more This qualitative study explored the practices of Belizean urban, preschool teachers when teaching social and emotional skills (SES). It sought to shed light on their understanding of social and emotional development (SED) with a view to highlighting possibilities for and challenges with improving the teaching of SES at the preschool level. A sample of 6 preschool teachers was interviewed, observed, and asked to provide a self-evaluation reflection on their social and emotional teaching practices. The findings revealed that while teachers taught and encouraged development of some SES, they did not teach SES in explicit and strategic ways. This shortcoming was influenced by the teachers’ limited understanding of SED and how to facilitate it. An improved curriculum, professional developmental training, monitoring, and support are therefore indicated as necessary components for the effective teaching of SES.
The abrupt closure of universities due to the coronavirus pandemic caused unprecedented challenge... more The abrupt closure of universities due to the coronavirus pandemic caused unprecedented challenges for educators. They struggled to transition to online teaching almost overnight. This has raised questions about the readiness of Higher Education for digitalisation and hybridization of learning environments and focused attention on the renewal of teaching and learning models. It is incumbent upon those who practise critical pedagogy to join this conversation; the mandatory transition has raised difficult questions around how to ensure continuity of an agenda to offer students humanistic and democratic learning experiences in the new virtual reality. In this paper I offer a critical analysis of my journey through this period where I recount and deconstruct the difficulties and tensions that arose as I struggled to make my online classes conducive to critical pedagogy. I share how I learned to navigate and reshape initially oppressive, nonhuman spaces into democratic learning communiti...
Southern African Journal of Environmental Education, 2020
The quest for social and economic development coupled with a growing population has led to comple... more The quest for social and economic development coupled with a growing population has led to complex and unsustainable interactions between humans and the natural resources of planet Earth. One approach to addressing complex, ‘wicked’ problems involves closing the gap between the sustainability knowledge of individuals and the competencies for positive environmental behaviours. Projectbased learning is one teaching-learning strategy which provides opportunities for cultivating a wide range of sustainability competencies to close this gap. Two cases are presented in this paper in which project-based learning was used for fostering environmental competencies and advancing sustainability. One relates to teachers in a graduate course, and the other, to students using an online learning platform. Evaluation of various qualitative documents and artefacts produced by participants revealed that i) teachers and students were motivated and enabled to take action on environmental and sustainabil...
Caribbean quarterly, 2018
Learning to do qualitative research requires becoming comfortable with thinking and producing aca... more Learning to do qualitative research requires becoming comfortable with thinking and producing academic work that is inductive, iterative and non-positivistic. This is often difficult for adult learners who are accustomed to learning and succeeding in Caribbean teaching cultures that still tend to be traditional, prescriptive and didactic.
The forced transition to online teaching during the Covid-19 pandemic has fast-tracked the integr... more The forced transition to online teaching during the Covid-19 pandemic has fast-tracked the integration of ICT use by teachers across Latin America and the Caribbean (LAC) . Given the slow adoption of ICT by LAC teachers before the pandemic it is useful to investigate how, why and in what ways, LAC teachers overcame their prior reluctance and resistance to learn and practice digital literacy. Using qualitative interview data from a global report on teachers’ experiences during Covid-19, this paper analyses how the pandemic changed the ways in which 53 teachers from 15 LAC countries think about and use ICT. It suggests their concern for student loss of learning due to school closures empowered them to overcome barriers that normally impede ICT use by teachers. At the same time, initial acceptance of ICT use has wavered due to ongoing widespread challenges with internet connectivity and access. This has implications for what we know about supporting professional development in the use ...
… education and teaching: innovative practices for …, 2007
SAJEE, 2020
The quest for social and economic development coupled with a growing population has led to comple... more The quest for social and economic development coupled with a growing population has led to complex and unsustainable interactions between humans and the natural resources of planet Earth. One approach to addressing complex, 'wicked' problems involves closing the gap between the sustainability knowledge of individuals and the competencies for positive environmental behaviours. Project-based learning is one teaching-learning strategy which provides opportunities for cultivating a wide range of sustainability competencies to close this gap. Two cases are presented in this paper in which project-based learning was used for fostering environmental competencies and advancing sustainability. One relates to teachers in a graduate course, and the other, to students using an online learning platform. Evaluation of various qualitative documents and artefacts produced by participants revealed that i) teachers and students were motivated and enabled to take action on environmental and su...