Recent years have seen the emergence of numerous ‘second generation’ concepts such as Web 2.0 and Pedagogy 2.0, which indicate a marked departure from educational and information practices of the past. In broad terms, Web 2.0 services and tools are designed to be participatory, as users no longer simply access knowledge, but play an active role in creating it. This has led to an expansion in wh...

Reflective practice is considered to play an important role in transformative learning of educationally critical material, but students often respond in other, less productive ways. Transformative learning is used here as a lens to investigate reflectiveness: understanding the place of reflectiveness – and how defensiveness has no place – in transformative learning illuminates its operation and...

This paper describes the Virtual Borders project developed in response to dramatic changes dance teaching and learning globally, arising from COVID-19 pandemic. Drawing action research, presents an innovative adoption of Peirce’s sign theory tertiary choreographic pedagogy, that enhances students physical, creative cognitive engagement with training virtual arena. used digital technology connec...

The theory of constructivism states that learning is non-linear, recursive, continuous, complex and relational – Despite the difficulty of deducing constructivist pedagogy from constructivist theories, there are models and common elements to consider in planning new program. Reflective activities are a common feature of all the programs of constructivist Teacher Education .It is used at both Pr...