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1.
Julie Pearson 《Educational Action Research》2013,21(4):503-515
In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry. 相似文献
2.
In this essay I explore the constraints and opportunities confronting me as a newly qualified teacher and how these affect my pedagogy. I have reflected on my own development from beginning to newly qualified teacher and considered how such forces have shaped my identity as a teacher, my values and my approach to the job. As part of my exploration of my practice and the values I hold, I have revisited ‘The Place of English’, an essay I wrote midway through my Postgraduate Certificate in Education (PGCE) year; I have reconsidered how the current climate of educational reform and my subsequent experience have altered or strengthened these initial perceptions. In what follows I have reflected critically on two episodes of teaching and learning with my Year 10 class, my most challenging group, in order to further understand the way in which I have responded to the responsibilities and pressures placed on a classroom teacher. These pressures, I suggest, are intensified by the preconceptions of age and gender within my school and implicit more widely in the traditional values of our culture. The fragments of my practice that I have explored reveal tensions that gesture at a gap between educational theory, first-hand professional experience and governmental policy. They present an argument to resist the temptations of oversimplified, linear conceptions of teaching and learning, and maintain the place of English as a subject of creativity, exploration and expression that, at its heart, values both individual and collective student voices and identities. 相似文献
3.
“Tjaa,I Do Have Ears,But I Do Not Hear”: New Literacy Studies and the Awakening of a Hearing Teacher
Karen Rut Gísladóttir 《Studying Teacher Education》2014,10(2):179-194
To address the low literacy achievement of minority students, the sociocultural movement of the New Literacy Studies (NLS) encourages us to expand on current understandings of literacy. Instead of thinking of literacy as a neutral set of skills transferable from one setting to another, NLS researchers encourage us to contextualize literacy within individuals’ social and cultural realms. In this view, there are multiple literacies. As a literacy teacher of students who are deaf, I have witnessed students struggling with school-based literacy learning. As I began to examine what I was doing within the classroom, I realized that my assumptions about literacy instruction were the main source of students' struggles. In this study I explore how I used the theoretical perspective of the NLS to expand my understanding of literacy. The findings suggest that, in order to base literacy instruction on students' resources, teachers need to learn to negotiate conflicting educational Discourses on reading and writing, to create a space within the classroom for students to bring in their literacy practices, and to recognize and preserve students' agency and identity in their learning. Findings also indicate the vital role of writing in deaf students' learning of Icelandic. 相似文献
4.
《Critical Studies in Education》2013,54(1):33-44
Abstract In this article I focus on the emotion of joy in the classroom and identify the role that experiencing joy has in promoting engagement and satisfaction in learning. For educationists, the implication that the emotional climate of the classroom has as much to do with cognitive growth as it does with attitudinal needs to be recognised and addressed. As Bloom and his colleagues noted in 1956, the idea of dualistic notion of cognition and affect is untenable as these inform each other. How the brain is structured and developed affects how we learn. Because the circuitry of the brain is sculptured by emotional experiences it can alter during one's lifetime. Emotions contribute to the brain's neural circuitry experiencing joy will lay down neural pathways likely to serve the individual well for a lifetime. Furthermore, joy promotes holistic learning through engaging both left and right hemispheres. Joy, as an emotion, involves accepting challenges that stretch one's capacity and persevering through often‐painful experiences until a successful outcome is reached. This ultimate achievement can then be celebrated and recognised as a joyful learning experience. Teachers who promote the experience of joy in the classroom may do more than simply promote successful learning. 相似文献
5.
In this article, we promote the use of autobiography in the social foundations of education classroom as a means of connecting education to real life experiences, history, and fostering epistemological development of college students. Autobiography involves students' awareness of the relation between theory and lived experience. As a form of reflective knowing, autobiography may help students understand complex terms such as "learning," "knowledge," and "education" by exploring various contexts that influence such understandings. Reflective knowing explores some of the experiential and purposive contexts that influence knowledge creation. Intellectual maturity and self-awareness may arise from circumstances that can lead students to be more confident critical thinkers and problem solvers. We describe how we have used autobiography in our social foundations of education classrooms and explore how influencing the pedagogy of teacher education critiques traditional epistemologies toward a redefinition of education for a democratic society. Now reflecting on my educational history, I realize that everything I have learned in the past has taught me something about myself. Whether I was aware of my development at the time [hinges] on individual circumstances. I have thrived on learning, brought about by major changes impacting my life. These variations and my necessary adaptations have taught me the most important skill I need to know. Because of changes in my life, I have succeeded in learning how to learn. (Rita, Bucknell University, learning autobiography, September 1999)1 If I can make present the shapes and structures of a perceived world, even though they have been layered over with many rational meanings over time, I believe my own past will appear in altered ways and that my presently lived life - and, I would like to say, teaching - will become more grounded, more pungent, and less susceptible to logical rationalization, not to speak of rational instrumentality. (Greene 1995, 77-78) 相似文献
6.
Alison Abraham 《Educational Action Research》2013,21(4):472-487
The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of power-relational, socio-cultural and epistemological conditions for effective teaching and learning. As the teacher in this classroom, I focus on how power-relational conditions play out. To activate the power conditions, I used a teaching principle in Teaching English to Speakers of Other Languages (TESOL)-negotiated interaction to reduce power-based mismatches between participants in a teaching or learning relationship in my classroom, drawing upon Kumaravadivelu’s work on post-method pedagogy for TESOL; that is, not being bound by any specific method of teaching. In analysing the different types of power that were operational in my classroom, wider implications of power that operate beyond the classroom level and how they impacted teaching and learning decisions were found to be highly illuminating. The action research methodology used for this study enabled me to reflect critically on my detailed diary recordings and student letter and interview collections, which in turn impacted on my teaching decisions as each teaching cycle was completed. My reflections also help shape my evolving identity as a teacher-researcher throughout this ongoing Malaysian action research journey. 相似文献
7.
Brad Hampson 《Research in Science Education》2000,30(3):269-287
The benefits for a teacher in researching their own classroom have been well documented, but few reports have focused on how
teachers make sense of what they see and hear during open-ended technology construction projects. This interpretive study
has such a focus. It traces aspects of my learning trajectory as a teacher researcher in my Year Six classrooms, and aspects
of improved classroom outcomes. In narrative voice I describe how my initial thinking about the building of acceptable scientific
knowledge is modified through exploring the research literature and the strength of my students' ideas. My interpretation
of videotape data of the collaboration process within group learning identifies the social dynamics which can influence the
evolving nature of student's ideas in designing engineering structures. I describe how this research experience has influenced
my planning and interaction with my students in the process of helping them to construct viable scientific knowledge. 相似文献
8.
《Learning and Instruction》2002,12(6):589-604
In an attmpt to help both students and teachers to change their traditional roles in the classroom, educational psychologists have engaged in two types of projects. The first project can be condensed to “understanding the dynamics of self-regulated learning”. The second project can be summarized as “understanding the dynamics of powerful learning environments as a way to promote self-regulation in the classroom”. In this essay I attempt to establish the centrality of self-regulation as a theoretical assumption and a fundamental psychological construct. I argue that most current psychological models of self-regulation, and by implication the innovation programs that are based on these models, are not well focused, are incomplete, and harbor many misconceptions. I also argue that educational psychologists need to broaden the way they conceptualize the dynamics of learning contexts and find new ways to study the integrated processes that make up self-regulation in the context of the classroom. My main message is that students bring their own goals to the classroom and that these goals are the key to their adaptation system. These personal goals give meaning and organization, or in other words purpose, to a student’s adaptation processes in the classroom. Some of my comments are critical, but I do not intend to discredit the important work that has been done in this area. Rather, I want to argue that educational psychologists nee to broaden the way they conceptualize the dynamics of learning contexts and find new ways to study the integrated processes that make up self-regulation in teh context of the classroom. Doing so requires not only using a kaleidoscope of teaching methods, but also looking beyond these methods to explore the possibilities of theories that remain marginalized in educational research. 相似文献
9.
William Rodman 《Interchange》2007,38(3):245-262
One of the most important questions I ask as both a cultural anthropologist and a university teacher is: How do people come to know what they think they know? In this article, I adopt a narrative approach to processes of learning and discovery in two very different locales, an indigenous society in the South Pacific, and a senior seminar on contemporary anthropological theory in a Canadian university. I show how I developed an exercise to “bring the field into the classroom” and how my students helped me to take what we learned in the classroom back to the field. In my conclusions, I discuss lessons I and my students learned about the link between experience and understanding, about the nature of interpretation, and about the role of reflexivity in the construction of meaning. 相似文献
10.
This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education. 相似文献
11.
Geir Afdal 《British Journal of Religious Education》2015,37(3):256-272
This article is a contribution to the discussion of learning processes in religious education (RE) classrooms. Sociocultural theories of learning, understood here as tool-mediated processes, are used in an analysis of three RE classroom conversations. The analysis focuses on the language tools that are used in conversations; how the tools mediate; the dynamics they create between pupils and teachers; and how new language tools are created and enrolled. The following three modes of learning are found: distancing, dynamic and expansive. These modes are collectively enacted by teachers and students in the context of the classroom. The article therefore argues that RE classrooms can best be understood as social practices, rather than sums of individual cognition. Empirically, religion is in the making in RE – in the shape of bits, pieces and processes. In the material, however, RE is an educational practice, not a religious practice. 相似文献
12.
Albert Stabler 《The International Journal of Art & Design Education》2019,38(4):867-877
Race, history and visibility have a great deal to do with how disability operated socially and educationally in the Chicago public high school art classroom where I taught for ten years. I am severely near‐sighted, and I am also white, educated and often, but not consistently, able to pass for non‐disabled. A large number of my students were identified as having learning, emotional and behavioural disabilities, diagnoses which were certainly conditioned by the institution, but diagnoses which perhaps also underrepresented the amount of socially and historically occasioned impairment or debility that existed in the low‐income majority‐Black community served by my school. In this article I reflect on the overlapping social performances that occurred in terms of ‘disability passing’, a state that can characterise both hidden and exaggerated or invented impairments. My reflections examine my own individual experience in contrast to the long‐term experience of the African diaspora in and beyond the USA, in order to think about other ways to parse the complex factors determining how disability plays out in educational environments. 相似文献
13.
推动学生由浅层学习走向深度学习是提升混合式教学质量的关键.本文通过文献述评、案例分析与课堂观察,以促进情感深度参与、行为深度参与和认知深度参与为目标建构了指向深度学习的"三维度十六方面"的混合式教学策略体系,并开展为期一个学期教学实证.随后,采用问卷调查、内容分析法对学习态度数据、学习行为数据以及学习认知数据进行分析,... 相似文献
14.
Edward G. Lyon 《Journal of Science Teacher Education》2011,22(5):417-435
This paper describes the Assessment Practices Framework and how I used it to study a high school Chemistry teacher as she
designed, implemented, and learned from a chemistry lab report. The framework consists of exploring three teacher-centered
components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing components with the assessment
triangle model (Pellegrino et al. in, Knowing what students know: The science and design of educational assessment. National
Academy Press, Washington DC, 2001). Employing the framework, I report the teacher’s assessment practices, report the alignment in her assessment practices
through the three vertices of the assessment triangle (cognition, observation, and interpretation), and suggest relations
between her beliefs and practices. I conclude by discussing the contribution and limitations of the Assessment Practices Framework
while conducting future research and supporting science teachers in assessing student learning. 相似文献
15.
ABSTRACT: This article seeks to explore existing conceptualisations of emotional capital in educational research, and to undertake a critical analysis of these conceptualisations, including a reflection on my own explorations of teachers' and students' emotional practices. Drawing from Bourdieu's work, I offer a theoretical discussion of how emotional capital as a conceptual tool suggests a historically situated analysis of the often unrecognised mechanisms and emotion norms serving to maintain certain 'affective economies'. This point is made in reference to a brief discussion of my ongoing ethnographic work over the last ten years. I conclude the article with outlining some new possibilities of theorising the potentiality and usefulness of the concept of emotional capital in the field of educational research. 相似文献
16.
Hemy Ramiel 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):487-499
ABSTRACTThis research focuses on ‘sociotechnical imaginaries’ about education and learning emanating from the Edtech research and development sector. MindCet, the first Edtech incubator in Israel, aims to bring ‘disruptive innovation’ to the educational field, mainly by bringing in tech start-ups with their problem solving culture and practices. This centre acts as an intermediary between techno-business and education. Based on Biesta’s notion of ‘the new language of learning,’ my research shows how the learning imagined and constructed in techno-business production casts the student as a ‘user.’ I will argue that the construction of learners as ‘users,’ not ‘students,’ is crucial to understanding education technology production and discourse. This user-focused understanding of learning has implications for the commodification and depoliticization of education, and is an important factor in neo-liberal educational reforms and venture philanthropy interventions, both globally and locally. 相似文献
17.
Guida de Abreu 《Educational Studies in Mathematics》2000,41(1):1-29
In this paper I attempt to clarify how the relationship between macro and micro social contexts has been addressed in the Vygotskian and Neo-Piagetian approaches to learning. For each approach I look at how key scholars (Cole, 1977; Perret-Clermont, Perret and Bell, 1991) come to view context as central to their theories of cognitive development. In order to illustrate my review of the dominant strands of empirical research I refer to studies that focus on the uses, learning and understanding of mathematics. I start the paper with the socio-cultural Vygotskian approach. This is closely associated with my own research into the relationship between culture and learning. Not surprisingly, I find biases in this body of research in terms of the macro and micro features of contexts which were analysed. In an attempt to gain insights into alternative ways of conceptualising these relationships I explore work which has adopted a socio-psychological approach. In the final part of the paper I discuss how these insights can be used to broaden our basis for studying interactions in the mathematics classroom and conclude by relating my ideas to new developments in socio-cultural theory.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
18.
徐州亭 《佳木斯教育学院学报》2012,(9):254-254
课程改革的中心环节是课程实施,课程实施的基本途径是课堂教学,课改的重点在课堂,学生掌握知识、技能的主要途径是课堂,探究、合作、主动学习的主要场所在课堂,情感、态度、价值观培养在课堂,离开课堂谈课改、忽视课堂、轻视课堂论课改都是错误的。课改难点在课堂,三维目标之间的关系如何把握,探究性学习与接受性学习两类学习方式的关系如何处理,课堂学科教学中如何体现情感、态度、价值观,把我们的学科教学变成真正的教育课堂,这些都是难点。 相似文献
19.
赵晓红 《宁夏师范学院学报》2006,27(2):94-99
1.My context:I was once greatly influenced by the traditionalteaching methodology applied by almost all my previousteachers,and my classroom teaching practice was quiteteacher-centered.As a college teacher,I placed a signifi-cant emphasis on bringingknowl… 相似文献
20.
Marianne Moyaert 《Religious education (Chicago, Ill.)》2013,108(5):609-623
As interreligious educators we challenge our students to engage in hermeneutical self-reflection. In this article, I turn the tables, and engage in an exercise of reflective practice: I look back on my own pedagogy, consider my own religiously diverse classroom, and ask in what way the theoretical framework from which I approach interreligious learning has facilitated and hindered the learning process of my students. I especially inquire into chances and limits of the hermeneutical approach of interreligious learning, an approach with which I identify. I will first elaborate on the importance of the so-called hermeneutical approach to interreligious learning and dwell on my own appropriation of this approach. Here the French philosopher Paul Ricoeur and his hermeneutical anthropology will occupy center stage. Next, and triggered by my own experiences as an interfaith educator, I will argue that the hermeneutical approach to interreligious learning has a tendency to level relations between self and other and falls short when it comes to reckoning with unequal power relations. I will illustrate this shortcoming on the basis of a concrete case of testimonial injustice that has occurred in my classroom. 相似文献