The first and most important thing is to understand the context of the classroom:

* It is not the same to teach a high school student than a primary school student. When you understand the thought and learning processes of this group of students, you understand a lot of how to teach and how to learn

Didactics is a dynamic construct. It is an indispensable resource to recognize the how? The teacher's learning is "recreated" in the classroom. Of the how? Teach this group of students of this specific and determined context. But in front of nothing, how do they learn? Our students.

Comprende el contexto y comprenderas la mayor parte de la acción en el aula.

Effective Presentation of Themes in Qualitative Research

Presenting the key themes identified in qualitative research is a critical aspect of communicating the study's insights and findings to the intended audience. One crucial element is providing a clear and concise description of each theme, capturing the essence of the participants' experiences, perceptions, and perspectives (Mishra & Dey, 2022).

Incorporating direct quotes from the stakeholders can lend strong support to the themes and bring them to life. For instance, a principal stating, "We lack proper training in integrating health into our curriculum," directly supports the theme of "Teacher Training Needs" (Kline, 2008).

Visualizing the relationships between the themes through the use of tables or diagrams can also enhance the clarity and impact of the presentation. Furthermore, it is important to connect the themes back to the original research questions and objectives, demonstrating the significance and relevance of the findings (Farrokhyar et al., 2014) (Theobold et al., 2023).

In qualitative research, the researcher plays a crucial role in identifying and interpreting the themes. Acknowledging the researcher's own biases and experiences and how these may have influenced the analysis and interpretation of the data is important for ensuring transparency (Theobold et al., 2023) (Kline, 2008).

Ultimately, presenting themes clearly, engagingly, and transparently is essential for effectively communicating the insights and implications of qualitative research to the intended audience.

According to the literature, themes are at the heart of any qualitative research approach, and they cannot be directly observed as they represent the participants' perceptions, experiences, feelings, values, and emotions (Mishra & Dey, 2022). Mishra and Dey emphasize that the primary goal of qualitative research is to uncover and interpret meaningful patterns or themes from the data, which can then be used to generate insights and inform decision-making.

The existing literature also highlights the importance of the researcher's role in identifying and interpreting the themes and the need to acknowledge any potential biases or influences that may have shaped the analysis. Theobold et al. further emphasize the importance of connecting the identified themes back to the original research questions and objectives, which helps to demonstrate the relevance and significance of the findings.

References

Farrokhyar, F., Dath, D., Amin, N., Bhandari, M., Kelly, S. J., Kolkin, A. M., Pottruff, C. G., & Reid, S. (2014). Standardized methodological assessment of research presentations (SHARP): development of a new instrument. In The American Journal of Surgery (Vol. 207, Issue 6, p. 964). Elsevier BV. https://doi.org/10.1016/j.amjsurg.2013.08.053

Kline, W. B. (2008). Developing and Submitting Credible Qualitative Manuscripts. In Counselor Education and Supervision (Vol. 47, Issue 4, p. 210). Wiley. https://doi.org/10.1002/j.1556-6978.2008.tb00052.x

Mishra, S., & Dey, A. K. (2022). Understanding and Identifying ‘Themes’ in Qualitative Case Study Research. In South Asian Journal of Business and Management Cases (Vol. 11, Issue 3, p. 187). SAGE Publishing. https://doi.org/10.1177/22779779221134659

Theobold, A., Wickstrom, M. H., & Hancock, S. A. (2023). Coding Code: Qualitative Methods for Investigating Data Science Skills. In Journal of Statistics and Data Science Education (Vol. 32, Issue 2, p. 161). Taylor & Francis. https://doi.org/10.1080/26939169.2023.2277847

I want to start with a quote from Vygotski ‘Learning is more than the acquisition of the ability to think; it is the acquisition of numerous abilities to think about a great variety of things’.

In the classroom I work with the REAPSES Method, working through learning style corners at all educational levels. The aim is to deal with a subject taking into account all the learning styles that can be found in the classroom: active, reflective, theoretical, pragmatic.

Here students can learn the subject through the theoretical basis, from reflection, from movement and experimentation.

Here is a link to the article that talks about this method:

https://doi.org/10.55777/rea.v13iEspecial.1593

and a video explaining the method:

https://youtu.be/dPTO8YGtUJY?si=gzXI5uxrdErMs3PC

Best regards,

Reina Castellanos Vega

For you to present your themes in a clear and engaging way you need to first understand your theme; ensure that you are aware of the major issues you want to communicate to readers. Note, a theme is a subject or key message by which your content is based on. In presenting your theme you need to consider choosing relevant examples or instances that readers will not have difficulty in understanding it; the examples can be based on individual experiences, events, trends,

storytelling etc. you can also support your themes with visuals such as images and charts in your presentation to make it more enjoyable and heightened the understanding of your readers. You need to make sure your themes are presented in a comprehensive, although brief and to the point.

Hello Anitha, I use the REAPSES method, which stands for Rincones de Estillos de Aprendizaje para Primaria, Secundaria y Estudios Superiores. With this pedagogical strategy we take into account 4 learning styles that we can find in the classroom (Active, Reflective, Theoretical and Experimental) and from these we transmit our themes. I attach research that talks about the method and a video that explains the method.

Best regards,

Castellanos, R. (2020). Método de rincones de estilos de aprendizaje: REAPSES. Revista De Estilos De Aprendizaje, 13(Especial), 171–182. https://doi.org/10.55777/rea.v13iEspecial.1593

y un vídeo que lo explica: https://youtu.be/dPTO8YGtUJY?si=wkVTe-acBR23qcFz

Un saludo,

Reina Castellanos

Thanks dear Reina