Teachers' Minds And Actions PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teachers' Minds And Actions PDF full book. Access full book title Teachers' Minds And Actions by Gunnar Handal. Download full books in PDF and EPUB format.
Author: Gunnar Handal
Publisher: Routledge
ISBN: 1135718296
Category : Education
Languages : en
Pages : 291
Get Book Here
Book Description
Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this collection of research conducted by scholars from Europe, North America, Israel and Hong Kong provides an overview of the current
Author: Gunnar Handal
Publisher: Routledge
ISBN: 1135718296
Category : Education
Languages : en
Pages : 291
Get Book Here
Book Description
Based on the 10th International Study Association on Teacher Thinking and Practice Conference in Gothenburg, this collection of research conducted by scholars from Europe, North America, Israel and Hong Kong provides an overview of the current
Author: Ference Marton
Publisher: Routledge
ISBN: 1136495835
Category : Education
Languages : en
Pages : 274
Get Book Here
Book Description
This book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more or less successful instances of learning in educational institutions. The book offers an answer in terms of the discovery of critical differences in the structure of the learner's awareness and critical differences in the meaning of the learner's world. The authors offer a detailed account of the empirical findings that give rise to theoretical insights, and discuss the particular form of qualitative research that has been employed and developed. The form of learning that is the object of study is considered to be the most fundamental form -- namely a change in the learner's way of seeing, experiencing, handling, and understanding aspects of the world. The need for rigorous analysis of learning of specific subject matter, the individual construction of knowledge, and its social and cultural embeddedness -- the defining features of rival approaches into research on learning -- are reconciled from the approach adopted here into an intertwined and whole experience of learning. The learner's experience is always one of learning something, in some way, and in some context; by holding the learner's experience of learning as the focus of study throughout -- and not studying the learning of the content and the acts and the context as separate and distinct focuses -- the content, the act, and the context remain united as constituents of the learner's experience. By empirically revealing critical differences in the ways of experiencing these aspects of learning, and by developing a theoretical framework for the dynamics through which change comes about in the learner's awareness, this book gradually leads the reader to a powerful new view of learning. Equipped with the analytical tools and conceptual apparatus to be found in this book, the reader will be empowered to learn and to assist others to learn by creating environments conducive to the most fundamental form of learning: experiencing aspects of the world in new ways.
Author: John Bowden
Publisher: Routledge
ISBN: 1134312032
Category : Education
Languages : en
Pages : 324
Get Book Here
Book Description
This groundbreaking book, now available in paperback for the first time, looks at the theory and practice of learning and how universities can improve their quality and competence.
Author: Veikko Launis
Publisher: Springer Science & Business Media
ISBN: 1402062125
Category : Medical
Languages : en
Pages : 154
Get Book Here
Book Description
This book provides an in-depth analysis of the ethical, social and philosophical issues related to modern genetic research and gene technology. The aim of the book is to introduce systematic research on the social and ethical impacts of the use and development of genetically modified organisms (GMOs) as well as the acquisition, use and storage of human genetic information (HGI). The book has been written from the viewpoint of social and political philosophy.
Author: Mun Ling Lo
Publisher: Hong Kong University Press
ISBN: 9789622097575
Category : Education
Languages : en
Pages : 194
Get Book Here
Book Description
This book describes a three-year research project which built on students' learning experience, and addresses the issue of individual differences in mainstream primary schools in Hong Kong. The Learning Study model described in this volume presents a view of learning which stems from a humanistic interest, and stresses on the possible "experiences" that the student has gone through in their learning process. This project went through cycles of action research in implementing, evaluating and modifying a lesson. A total of 29 Learning Studies were conducted and the results showed remarkable improvement in students' learning outcomes. Participant teachers also found the Learning Study model useful in their professional development.
Author: Ference Marton
Publisher: Routledge
ISBN: 1135642346
Category : Education
Languages : en
Pages : 255
Get Book Here
Book Description
Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of what is possible to learn is what the authors call "the space of learning." Second, language plays a central role in learning--it does not merely convey meaning, it also creates meaning. The book explicates the necessary conditions for successful learning and employs investigations of classroom discourse data to demonstrate how the space of learning is linguistically constituted in the classroom. Classroom Discourse and the Space of Learning: *makes the case that an understanding of how the space of learning is linguistically constituted in the classroom is best achieved through investigating "classroom discourse" and that finding out what the conditions are for successful learning and bringing them about should be the teacher's primary professional task. Thus, it is fundamentally important for teachers and student teachers to be given opportunities to observe different teachers teaching the same thing, and to analyze and reflect on whether the classroom discourse in which they are engaged maximizes or minimizes the conditions for learning; *is both more culturally situated and more generalizable than many other studies of learning in schools. Each case of classroom teaching clearly demonstrates how the specific language, culture, and pedagogy molds what is happening in the classroom, yet at the same time it is possible to generalize from these culturally specific examples the necessary conditions that must be met for the development of any specific capability regardless of where the learning is taking place and what other conditions might be present; and *encompasses both theory and practice--providing a detailed explication of the theory of learning underlying the analyses of classroom teaching reported, along with close analyses of a number of authentic cases of classroom teaching driven by classroom discourse data which have practical relevance for teachers. Intended for researchers and graduate students in education, teacher educators, and student teachers, Classroom Discourse and the Space of Learning is practice- and content-oriented, theoretical, qualitative, empirical, and focused on language, and links teaching and learning in significant new ways.
Author: Sandra Lynch
Publisher: Springer
ISBN: 9811026432
Category : Education
Languages : en
Pages : 313
Get Book Here
Book Description
While firmly acknowledging the importance of play in early childhood, this book interrogates the assumption that play is a birthright. It pushes beyond traditional understandings of play to ask questions such as: what is the relationship between play and the arts – theatre, music and philosophy – and between play and wellbeing? How is play relevant to educational practice in the rapidly changing circumstances of today’s world? What do Australian Aboriginal conceptions of play have to offer understandings of play? The book examines how ideas of play evolve as children increasingly interact with popular culture and technology, and how developing notions of play have changed our work spaces, teaching practices, curricula, and learning environments, as well as our understanding of relationships between children and adults. This multidisciplinary volume on the subject of play combines the work of some of the world’s leading researchers in the field of early childhood education with contributions from distinguished and emerging scholars in areas as diverse as education, theatre studies, architecture, literature, philosophy, cultural studies, theology and the creative arts. Reconsidering the common focus on play in early education, to investigate its broader impact, this collection offers a refreshing and valuable addition to studies on play, reconceptualizing it for the 21st century.
Author: Niklas Pramling
Publisher: Springer
ISBN: 3030159582
Category : Education
Languages : en
Pages : 188
Get Book Here
Book Description
This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.
Author: Kees Versteegh
Publisher: Edinburgh University Press
ISBN: 0748694609
Category : Language Arts & Disciplines
Languages : en
Pages : 469
Get Book Here
Book Description
An introductory guide for students of Arabic language, Arabic historical linguistics and Arabic sociolinguistics.
Author: Ference Marton
Publisher: Routledge
ISBN: 1317811941
Category : Education
Languages : en
Pages : 324
Get Book Here
Book Description
Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide and varied following around the world—together with their practical applications in educational contexts. Reflecting Marton’s whole lifetime's work, the unique and significant contribution of this book is to offer an evidence-based answer to the questions "How do we make novel meanings our own?" and "How do we learn to see things in more powerful ways?" The presentation makes use of hundreds of empirical studies carried out in Europe and Asia which build on the theory. The line of reasoning and the way in which the examples are put together is consistent with the theory—it is both presented and applied. The main argument is that in order to learn we have to discern, and to discern the intended ideas we must be presented with carefully structured variation, against a background of invariance. We then go through processes of contrast, generalization, and fusion in order to make sense. These insights form a practical framework for those who design teaching and teaching materials. Necessary Conditions of Learning is a major original work for which scholars of pedagogical theory have been waiting a long time.
