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Author: Anna-Katharina Praetorius
Publisher: Springer Nature
ISBN: 3031256131
Category : Education
Languages : en
Pages : 365
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Book Description
This open access book seeks to create a forum for discussing key questions regarding theories on teaching: Which theories of teaching do we have? What are their attributes? What do they contain? How are they generated? How context-sensitive and content-specific do they need to be? Is it possible or even desirable to develop a comprehensive theory of teaching? The book identifies areas of convergence and divergence among the answers to these questions by prominent international scholars in research on teaching. Initiating exchanges among the authors, it then evaluates whether consensus can be reached on the areas of divergence. The book concludes by discussing lessons learned from this endeavor and outlines steps that need to be taken for advancing future work on theorizing teaching. As such, the book is aimed at readers interested in an overview of the theorizing of teaching and key open questions that, if addressed, help to move the field forward.
Author: Anna-Katharina Praetorius
Publisher: Springer Nature
ISBN: 3031256131
Category : Education
Languages : en
Pages : 365
Get Book Here
Book Description
This open access book seeks to create a forum for discussing key questions regarding theories on teaching: Which theories of teaching do we have? What are their attributes? What do they contain? How are they generated? How context-sensitive and content-specific do they need to be? Is it possible or even desirable to develop a comprehensive theory of teaching? The book identifies areas of convergence and divergence among the answers to these questions by prominent international scholars in research on teaching. Initiating exchanges among the authors, it then evaluates whether consensus can be reached on the areas of divergence. The book concludes by discussing lessons learned from this endeavor and outlines steps that need to be taken for advancing future work on theorizing teaching. As such, the book is aimed at readers interested in an overview of the theorizing of teaching and key open questions that, if addressed, help to move the field forward.
Author: Vaughan Prain
Publisher: Springer Nature
ISBN: 3030240134
Category : Science
Languages : en
Pages : 196
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Book Description
This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
Author: Anne M Phelan
Publisher: Routledge
ISBN: 1136698574
Category : Education
Languages : en
Pages : 203
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Book Description
If teacher education, as a field of study, is to contribute to the revitalization, re-moralization and re-politicization of Education, this book argues that it needs to be alert to questions of teachers’ intellectual and political freedom and to concerns about the legitimacy of what we do in teacher education, in the name of Education. Anne Phelan demonstrates how curriculum theorizing can serve such an educational project by engaging concerns about subjectivity (human agency and action), society, and historical moment, thereby widening the field of insight in teacher education and informing debates about new trajectories for policy and practice. Exploring teacher education through ethical, political, aesthetic vocabularies, drawn from the Humanities, is vital at a time when the dehumanizing influences of performativity, standardization and accountability are evident in education systems across the world, and when we are in danger of losing the things that we most value and are the least measurable - relationships, independent thought, and ethical judgment. Curriculum Theorizing and Teacher Education will be of interest to teacher educators who are practicing, researching, or (re)designing teacher education, as well as policy makers who are curious about new possibilities for framing the "problem" of teacher education at provincial, state and federal levels.
Author: Zsuzsa Millei (Ed)
Publisher: Peter Lang
ISBN: 9781433109669
Category : Education
Languages : en
Pages : 212
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Book Description
understandings that can make a difference in students' lives. --
Author: John Chi-Kin Lee
Publisher: Routledge
ISBN: 1317616545
Category : Education
Languages : en
Pages : 332
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Book Description
There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation Chapters include, Curriculum Reform and Research in China: A Social-Historical Perspective What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
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Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Author: Hayriye Kayi-Aydar
Publisher: Multilingual Matters
ISBN: 1788923936
Category : Education
Languages : en
Pages : 262
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Book Description
This volume examines the agency of second/foreign language teachers in diverse geographical contexts and in both K-12 and adult education. It offers new understandings and conceptualizations of second/foreign language teacher agency through a variety of types of empirical data. It also demonstrates the use of different methodologies or analytic tools to study the multidimensional, dynamic and complex nature of second/foreign language teacher agency. The chapters draw on a range of theories and approaches to language teacher agency (including ecological theory, positioning theory, complexity theory and actor-network theory) that expand our understanding of the concept, while at the same time presenting various analytic approaches such as discourse studies and narrative inquiry. The chapters also analyze the connection of agency to other relevant topics, such as teacher identity, emotions, positioning and autonomy.
Author: Denise Taliaferro Baszile
Publisher: Rowman & Littlefield
ISBN: 1498521142
Category : Education
Languages : en
Pages : 198
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Book Description
Race, Gender, and Curriculum Theorizing: Working in Womanish Ways recognizes and represents the significance of Black feminist and womanist theorizing within curriculum theorizing. In this collection, a vibrant group of women of color who do curriculum work reflect on a Black feminist/womanist scholar, text, and/or concept, speaking to how it has both influenced and enriched their work as scholar-activists. Black feminist and womanist theorizing plays a dynamic role in the development of women of color in academia, and gets folded into our thinking and doing as scholar-activists who teach, write, profess, express, organize, engage community, educate, do curriculum theory, heal, and love in the struggle for a more just world.
Author: Ping Deters
Publisher: Multilingual Matters
ISBN: 1783092890
Category : Education
Languages : en
Pages : 290
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Book Description
Through several unique perspectives and contexts, this volume contributes to current understanding of agency in second language learning. It includes chapters discussing theoretical, analytical and pedagogical approaches, and will serve as a key reference for researchers of language learning and teaching.
Author: James Avis
Publisher: McGraw-Hill Education (UK)
ISBN: 0335247997
Category : Study Aids
Languages : en
Pages : 362
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Book Description
Addressing the Professional Standards for Teachers and Trainers, this bestselling textbook helpfully balances theory and practice, introducing key theories and concepts relating to learning and assessment as well as providing practical advice on teaching. Extensively revised and updated to reflect the current educational policy environment, this textbook for teaching provides thorough and extensive coverage of the topics for higher-level awards in Education and Training. The textbook provides a logical progression through the essential aspects of teaching, such as planning and assessment; it considers key related areas including teacher professionalism, equality and diversity, and mentoring and coaching; and it presents this invaluable guidance in an accessible and readable format. In outlining the challenges, opportunities, and debates in and around lifelong learning, the editors and contributing authors draw on their extensive teaching experience, as well as offering an evidence-based approach with a wide range of research. Teaching in Lifelong Learning: A Guide to Theory and Practice is core reading for those teaching or preparing to teach in further, higher and community education as well as in public sector contexts and in private training organisations, including those studying for CertEd/PGCE and related awards, such as the Level 4 Certificate and Level 5 Diploma in Education and Training. 'Teacher education in FE continues to be an important and unresolved issue, and this book is a great asset in supporting individuals in understanding and developing their practices. With a focus on developing critical, inquiring practitioners, the text reads like an experienced mentor sharing pointers, questions, and useful readings over a collegial cup of coffee'. Dr Tim Herrick, Senior University Teacher, University of Sheffield, UK
