共查询到20条相似文献，搜索用时 140 毫秒
1.
Barbara Jaworski 《Journal of Mathematics Teacher Education》2007,9(2):187-211
In this paper I address the challenge of developing theory in relation to the practices of mathematics teaching and its development.
I do this by exploring a notion of ‘teaching as learning in practice’ through overt use of ‘inquiry’ in mathematics learning,
mathematics teaching and the development of practices of teaching in communities involving teachers and educators. The roles
and goals of mathematics teachers and educators in such communities are both distinct and deeply intertwined. I see an aim
of inquiry in teaching to be the ‘critical alignment’ (Wenger, 1998) of teaching within the communities in which teaching
takes place. Inquiry ‘as a tool’ and inquiry ‘as a way of being’ are important concepts in reflexive developmental processes
in which inquiry practice leads to better understandings and development of theory. 相似文献
2.
This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who
teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context
of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory
is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying,
and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their ‘main concern’,
namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly
heterogeneous groups of students. We have labelled this process ‘Maintaining Competence’. This model stresses the importance
of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing
what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they should do in terms of best practice. 相似文献
3.
4.
Debra Panizzon John Pegg 《International Journal of Science and Mathematics Education》2008,6(2):417-436
Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students
‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary
science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and
its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive
structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development
sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted
with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major
components of teacher practice impacted by the study. The core component was questioning while the six contributing components
were teachers’ pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom
advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers’ perceptions
of assessment from a focus on the accumulation of students’ marks to one of diagnosis as a means of directing teaching to
enhance students’ scientific and mathematical understandings. 相似文献
5.
Dionne I. Cross 《Journal of Mathematics Teacher Education》2009,12(5):325-346
This collective case study reports on an investigation into the relationship between mathematics teachers’ beliefs and their
classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their
students’ learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate
reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade
algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs
were very influential on the teachers’ daily pedagogical decisions and that their beliefs about the nature of mathematics
served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous
studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights
for the mathematics education community as it shows the diversity among the inservice teachers’ beliefs (presented as hypothesized
belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers
designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of
teacher education. 相似文献
6.
7.
Kim Beswick 《International Journal of Science and Mathematics Education》2011,9(2):367-390
The professional literature in mathematics education is replete with calls to use tasks that are ‘authentic’, ‘relevant’ and
related to ‘real life’ and the ‘real world’. Such activities are frequently advocated for their potential to motivate and
engage students, but evidence of their ability to do so is rarely presented. This paper examines evidence in relation to the
effectiveness of context problems in achieving their intended purposes and thereby contributing to enhanced student participation,
engagement and achievement in mathematics education. It is argued that context problems are not a panacea and that categorising
problems as contextualised or de-contextualised is less helpful than the consideration of more salient aspects of tasks that
impact on their effectiveness. Such aspects also relate to the purposes for and affordances and limitations of particular
tasks in relation to the purposes they are intended to serve, along with attention to the contexts in which students learn
mathematics. Examples of theoretical and empirical programs built on these considerations are reviewed in terms of their potential
to enhance participation, engagement and achievement in school mathematics. 相似文献
8.
Emilia Afonso Nhalevilo 《Cultural Studies of Science Education》2012,7(2):447-450
This paper is a response to Maria Andree’s paper. Andree tells in the paper how mistakes in practical lessons may be critical
events to change students’ attitudes in regard science. While traditionally mistakes in practical lessons could obligate students
to repeat the experiment in order to get the ‘right result’ in the paper we have a good example how we can use the incident
to potentiate students’ participation. In my response I illustrate how transferable is what Andree speaks about but I put
forward further reflections about the traditions that may act as impediment for students’ participation. I thus suggest that
the critical paradigm should be a component in reflecting about science classroom practices in order to alter the traditions. 相似文献
9.
Assessment of students’ learning in school is deeply implicated in teaching for social justice. Yet classroom assessment is
neglected relative to other aspects of curriculum and pedagogy in the literature on teaching for social justice. Some books
have a relatively clear theory of anti-oppression education at their core but do not provide details about the links between
assessment and their anti-oppression theory, while others provide a more detailed view of assessment practices but do not
specify precisely how particular assessment strategies either promote or hinder anti-oppression education. This article provides
a theoretical framework that spotlights key links between teaching for social justice and classroom assessment. To illustrate
these connections, we draw on guided group discussions with ten high school social studies and English teachers, interested
in pursuing professional development in this area. We conceptualize assessment as a set of institutional processes with the
potential either to inhibit or nurture the development of young people as well as their capacity for self-determination. We
analyze: (a) how teachers, through various assessment practices, can attempt to enable equitable relations within and beyond
the classroom; and (b) performance standards aimed at helping teachers assess their students’ progress toward becoming more
socially responsible and, ultimately, more self-determining. We conclude that even as teachers struggle to enact more socially
just assessment practices, they need to communicate clearly with students and parents about what constitutes equitable assessment
and what institutional practices, by contrast, sow seeds of self-doubt and lead to destructive labeling, ranking, and gate
keeping. 相似文献
10.
Javier Rosales Josetxu Orrantia Santiago Vicente Jose M. Chamoso 《European Journal of Psychology of Education - EJPE》2008,23(3):275-294
In the article we compare the approaches of 3 in-service teachers and 3 student teachers when they tried to solve a verbal
arithmetic problem in the classroom. Each interaction was studied using a System of Analysis that takes into account the cognitive
processes involved in the solution of a mathematic problem and describes the interaction at different levels showing what
is done and to what degree teachers and/or pupils are responsible for what is done. The results of the study suggest that
both groups of teachers are different in how they direct the student’s attention toward the essential aspects implied in the
resolution of word problem. On the one hand, the in-service teachers guaranteed students’ understanding of the problem before
dealing with the solution, while students teachers only did so when pupils committed errors. On the other hand, the in-service
teachers allowed a high level of student participation, while student teachers took a more prominent role so children’s participation
was lower. 相似文献
11.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
12.
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model
that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’
laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven
educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory
research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions
centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry
present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.” 相似文献
13.
14.
Drawing on socio-cultural theory, we understand the norms regulating the practices within the mathematics classroom as resulting
from the social representations of the socially dominant groups and of the school culture related to what constitutes learning
mathematics. Immigrant studients, having their own personal histories as members of particular social groups, and having been
in school traditions other than the one predominant in the host society, have their own images of what mathematics in school
is about. Individuals interacting in the classroom are all re-interpreting the different episodes from the perspective of
the social representations of the larger groups with which they identify themselves. In multiethnic classrooms different re-interpretations
of the same norms clash. The lack of negotiation gives rise to obstacles to immigrant students’ participation in the mathematical
conversations and, therefore, interferes with the students’ learning process. 相似文献
15.
Maria Andrée 《Cultural Studies of Science Education》2012,7(2):425-438
Previous research on science education has described various factors influencing students’ participation and produced categorizations
of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding
of students’ participation in science education needs to begin with an analysis of what activity students are engaged in.
The aim is to explore how altering conditions of classroom work may open up opportunities for students mainly participating
in an activity of education or schooling to engage in an activity of science learning. Activity is conceptualized in a Cultural-Historical
Activity Theory perspective as object-oriented and transformative. Drawing on an ethnographic study in a Swedish compulsory
school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results
show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the
impossibility of determining students as ‘different kinds of students’ based on a priori categories e.g. sex, ethnicity, socio-economic
background. 相似文献
16.
17.
In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction,
and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and
raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through
approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two
research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction
during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article,
we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which
then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic
(cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis
of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
| Jennifer GoldbergEmail: |
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
18.
We ground Cultural-Historical Activity Theory (CHAT) in studies of workplace practices from a mathematical point of view.
We draw on multiple case study visits by college students and teacher-researchers to workplaces. By asking questions that
‘open boxes’, we ‘outsiders and boundary-crossers’ sought to expose contradictions between College and work, induce breakdowns
and identify salient mathematics. Typically, we find that mathematical processes have been historically crystallised in ‘black
boxes’ shaped by workplace cultures: its instruments, rules and divisions of labour tending to disguise or hide mathematics.
These black boxes are of two kinds, signalling two key processes by which mathematics is put to work. The first involves automation,
when the work of mathematics is crystallised in instruments, tools and routines: this process tends to distribute and hide
mathematical work, but also evolves a distinct workplace ‘genre’ of mathematical practice. The second process involves sub-units
of the community being protected from mathematics by a division of labour supported by communal rules, norms and expectations.
These are often regulated by boundary objects that are the object of activity on one side of the boundary but serve as instruments
of activity on the other side. We explain contradictions between workplace and College practices in analyses of the contrasting
functions of the activity systems that structure them and that consequently provide for different genres and distributions
of mathematics, and finally draw inferences for better alignment of College programmes with the needs of students. 相似文献
19.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
20.
新课程改革背景下,不断强调学生的主体性和参与性的重要性,因此倾听学生的话语变得越来越必要。但当前,学生话语在课程改革与课堂教学实践中处于"失语"的状态,学生的话语权严重缺失。因此,学生作为学习的主体,应该让他们积极参与到课程与教学的实践中来,促使传统的课程改革与课堂教学实践发生新的转向,最终促进学生的发展。 相似文献