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研究者基於個人核心關懷及影像培力教學的反思，參與一項東南亞移工 拍片教學行動，嘗試透過結合批判教育學、多元文化教育與女性主義理論的交融教育學（engaged pedagogy）理念，教導移工透過拍攝自我敘事紀錄片跨越邊界。本研究以「師生互為主體」為教學核心精神，藉由提問式對話教學方法聆聽移工學習者的生命經歷與故事，採個案研究法蒐集資料，據以探究學習支持者與學習者之間如何共構具非主流意識與觀點的影片，參與對象為1位因特殊際遇而收容於安置中心之印尼籍女移工。研究結論如下，第一，教學過程透過「持續且重複」的提問式對話，能夠激發批判反思意識較為不足之學習者的自我覺察與思考力，提升其自我敘事能力，深化對話內容與影音文本的意涵，啟發其展現非主流觀點。第二，互為主體的師生互動建立在開放、平等與自由的對話情境之下，看見彼此的存有（being），學習社群成員相互參照，有助提升理解力與想像力，並對移工生命故事產生共感。第三，影像製作的鏡像觀看方式，幫助不同主體在「差異」視框下的主客觀感受與認知相互碰撞，共同協商與調節影音文本，形構趨近於「視域融合」的視野與觀點。綜言之，互為主體師生關係下的充分對話，移工個人處境被看見與理解，共同書寫的文本自然地具備自我省察意識與社會對話意涵，適用於跨越邊界的教育學實踐。 The researcher, motivated by personal core concerns and reflections on visual empowerment teaching, participated in a Southeast Asian migrant worker filmmaking teaching project. This project attempted to cross boundaries through self-narrative documentary filming, employing engaged pedagogy theory that integrate critical pedagogy, multicultural education, and feminist theory. The study focuses on the “inter-subjective teacherstudent relationship” as its core teaching philosophy. Using a “problemposing dialogue” teaching method, the instructor listens to the life experiences and stories of migrant worker learners. The research employs a case study approach to collect data, exploring how learning supporters and the learner co-construct videos with non-mainstream consciousness and viewpoints. The participant is an Indonesian female migrant worker sheltered in a resettlement center due to special circumstances. The research conclusions are as follows: First, the teaching process, through continuous and repeated “problem-posing dialogue”, can stimulate self-awareness and critical thinking in learners who lack critical reflection, enhancing their selfnarrative ability, deepening the meaning of dialogue content and the film texts, and inspiring them to express non-mainstream viewpoints. Second, the inter-subjective teacher-student interactions, established in an open, equal, and free dialogue environment, allows for the recognition of each other’s being and value. The learning community members refer to each other, enhancing understanding and imagination, and empathizing with the migrant worker’s life stories. Third, the way of seeing through mirroring approach in video production facilitates the convergence and mutual negotiation of subjective and objective perceptions and cognitions of different subjects under the framework of “difference,” shaping a perspective and viewpoint approaching “fusion of horizons”. In summary, the sufficient dialogue under the circumstance of the inter-subjective teacher-student relationship, allowing the personal situations of migrant workers to be seen and understood. The co-written texts naturally possess self-reflective consciousness and social dialogue implications, suitable for educational practices that cross borders.

The researcher, motivated by personal core concerns and reflections on visual empowerment teaching, participated in a Southeast Asian migrant worker filmmaking teaching project. This project attempted to cross boundaries through self-narrative documentary filming, employing engaged pedagogy theory that integrate critical pedagogy, multicultural education, and feminist theory. The study focuses on the “inter-subjective teacher-student relationship” as its core teaching philosophy. Using a “problem-posing dialogue” teaching method, the instructor listens to the life experiences and stories of migrant worker learners. The research employs a case study approach to collect data, exploring how learning supporters and the learner co-construct videos with non-mainstream consciousness and viewpoints. The participant is an Indonesian female migrant worker sheltered in a resettlement center due to special circumstances. The research conclusions are as follows: First, the teaching process, through continuous and repeated

Teacher identity exploration in English language teacher education has taken on a heightened level of significance. Despite extensive research on pre-service English teachers’ initial pedagogical experiences, there remains a notable gap in understanding their transformations during and after teaching practice. To bridge this research gap, this study utilizes a semi-structured interview with 30 Chinese pre-service teachers to obtain deep insights into the shifts in Chinese EFL pre-service teachers’ professional identities before and after their practicum, with a pointed focus on the effects of the intersubjectivity foreign language teaching model (the intersubjectivity FLT model). This model, as investigated in this study, emphasizes collaborative participation, equitable dialogue, multiple integration, and a dynamic classroom environment. With MAXQDA software (v. 2024), thematic analysis revealed critical insights into Chinese EFL pre-service teachers’ identity shifts, driven by the intersubjectivity FLT model. This study finds that teachers transitioned from static authority to adaptable, engaged participants, facilitated by the integration of multiple dialogue and the model’s unifying role in connecting practicum, student feedback, and reflection for cohesive identity development. This study presents implications for refining the theoretical framework within the domain of English teacher education, providing invaluable insights for the professional development of pre-service teachers.

This paper reports on a study of student peer mentorship in the context of nursing education in a higher education program in Canada. The study used an embodied hermeneutic phenomenological methodology to investigate student peer mentors’ perceptions of teaching during peer mentorship. The data were collected over one calendar year (2019) and involved analysis of 10 participants’ interview data and their ‘body maps,’ produced in response to guided questions. Through the data analysis a core theme of ‘commitment to mentee growth’ was identified, along with seven interrelated themes: sharing responsibility for learning, moderating stress, mediating power relations, navigating unknown processes, valuing creative approaches, offering generous acceptance, and facilitating confidence. Student peer mentorship has the potential to contribute to health professions education in a number of unique ways including through embodied attunement, trusting intersubjective relations, and dialogic education. This study is innovative in its purposeful design and aim to investigate both cognitive and embodied perceptions of student peer mentors. The findings point to the promise of student peer mentorship for advancing health sciences education. Implications for peer mentorship program development in health professions education are discussed.

This review considers research related to mathematics education and cooperative learning, and it discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. In this context, equity is defined as the fair distribution of opportunities to learn, and the argument is that identity-related processes are just as central to mathematical development as content learning. The link is thus considered between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. The article closes by considering unresolved questions in the field and proposing directions for future research.

There is increasing agreement among those who study classrooms that learning is likely to be most effective when students are actively involved in the dialogic coconstruction of meaning about topics that are of significance to them. This article reports the results of an extended collaborative action research project in which teachers attempted to create the conditions for such dialogue by adopting an inquiry approach to the curriculum. A quantitative comparison between observations made early and late in the teachers' involvement in the project showed a number of significant changes in the characteristics of teacher-whole-class discourse, with a shift toward a more dialogic mode of interaction. Nevertheless, the initiation-response-follow-up (IRF) genre continued to be pervasive. Despite this, when the same observations were examined qualitatively, there was clear evidence of an increase over time in the teachers' adoption of a \"dialogic stance.\" The article concludes with a consideration of the relationship between the choice of discourse formats and the enactment of a dialogic stance.

This study aims to understand university professors’ perspectives on the learning assessment process, including its importance during teaching and learning, their conceptualization, and their considerations in their practices. The research used a grounded theory approach to recognize evaluation as a dialogical and intersubjective space. The methodology consisted of an open survey and a semi-structured interview with faculty professors from a university in northern Mexico. The findings highlighted the importance of educational institutions, emphasizing that faculties prioritize evaluating quality based on relevance, alignment with learning objectives, continuity throughout the process, and feedback. These aspects align with recent approaches that consider evaluation as a process that promotes learning, as evidenced by the high saturation rate in the theoretical sampling. Furthermore, the study revealed that the institution’s educational model, curricular design, and evaluation policies significantly influence the faculty members’ perspective. As a result, educational institutions must consider these factors when formulating an evaluation model, thereby making the research directly applicable to the work of educational policymakers and university professors.

PurposeThis study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program.Design/methodology/approachThe design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions.FindingsThe findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces.Originality/valueThe study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.

This essay aims to explore the theoretical limitations that hidden curricula—hidden normative values, beliefs, and knowledge that are often considered problematic—place on our understanding of teacher–pupil relationships. It applies Habermas’ theory of communicative action—synonymous with mutual understanding and predicated on his concept of the lifeworld—to analyse hidden curricula. It finds that hidden curricula limit teachers’ comprehension of teacher–pupil relationships dependent on pupils’ responses to teacher-level hidden curricula. Where they respond with compliance, pupils limit expressions of their subjectivity; conversely, where they reject teacher-level hidden curricula, pupils’ subjective lifeworlds are already disrupted by them. Both responses impede teachers’ understanding of teacher–pupil relationships. In addition, pupil-level hidden curricula, which are often asymmetrical and oriented in response to teacher-level hidden curricula, present another barrier to teachers unveiling hidden curricula and the subjectivities of teacher–pupil relationships. In effect, pupil-level hidden curricula render teachers ‘alone in a crowd’. Finally, I argue that systematically examining hidden curricula represents strategic action—communicative action’s counterpoint—and colonisation of pupils’ lifeworlds. While hidden curricula present significant theoretical limitations to understanding teacher–pupil relationships, teachers might use this as a ‘pedagogical hinge’, freeing them from the unknowable and uncontrollable to a more practical view of teacher–pupil relationships.

This study employs conversation analysis to examine a facilitator's interactional practices in the postexpansion phase of students' presentations in the context of a book club for second language learning. The analysis shows how the facilitator establishes intersubjectivity with regard to the ongoing task and manages students' task performance. The empirical data suggest that the facilitator's orientation to the task was achieved in 3 important ways: through (a) task resumption (Excerpts 1 and 2), (b) task summary (Excerpts 3 and 4), and (c) task mediation (Excerpts 5-7). As the data presented in this study demonstrate, the facilitator's task orientation practices created opportunities for the students (and herself) to gain more understanding of the presenters' task answers, which was one of the fundamental pedagogical goals of the book club activity. By providing insights into the way the facilitator managed students' task performance in this book club context, the study expands our understanding of the intricate maneuvers involved in task interactions. I conclude by addressing the study's pedagogical implications for language teaching.