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1.
In this paper, we put Basil Bernstein’s theory of pedagogic discourse to work together with additional theoretical resources to interrogate knowledge and practice in mathematics teacher education. We illustrate this methodology through analysis of an instance of mathematics teacher education pedagogic practice. While the methodology itself is our focus, the particular example provides a compelling story at the heart of which is the problem of integration of knowledge(s) within a pedagogic practice. Here, a constructivist pedagogy is at work, but differentially with respect to teaching/learning mathematics and teaching/learning mathematics teaching. The example illuminates mathematics and teaching, and their co-constitution in a particular pedagogic context. 相似文献
2.
Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based teaching development intervention that aims to improve the teaching self-efficacy of doctoral candidates. To conduct this research, we apply the theoretical framework of Cognitive Apprenticeship Theory, a theory of social learning that requires learners to participate in a community of inquiry. Participants report significantly higher levels of teaching self-efficacy and a stronger sense of connectedness to the wider academic community. 相似文献
3.
梁凤娟 《外语教学理论与实践》2012,2(1):91
本文评介了Theresa Lillis 与 Mary Jane Curry于2010年合作出版的新作《全球化语境下的学术写作：英语出版的政治与惯例》。文章首先对该书的结构和内容进行简要介绍,然后从三个方面对其进行评述：在理论及实践上的重要指导意义;研究工具的多样性及研究方法的创新性;以及贯穿全书的深刻批判性。该书对学术论文写作及发表的政治与惯例所进行的分析具有开拓性,对应用语言学、写作教学与研究及英语作为第二语言和外语教学具有重要价值。 相似文献
4.
论数学教育研究的规范性 总被引：6，自引：11，他引：6
数学教育研究是由一般教育理论演绎数学教育规律和由数学教育自身特殊问题提取数学教育规律的双向建构；提出数学教育作为学科教育不但要遵循“教与学对应”原则，还应该遵循“教与数学对应”的原则，数学教育研究的文风要防止新八股，创新要注意“新”未必就好，数学教育的研究课题、研究方式应提倡百花齐放． 相似文献
5.
从建构主义教学观看基于网络的大学英语写作教学 总被引：1，自引：0，他引：1
查鸿 《和田师范专科学校学报》2009,28(3):157-158
写作教学是英语诸项教学中亟待解决的一个问题。建构主义作为西方教育心理学的最新理论对我国大学英语教学具有一定的借鉴作用。本文尝试从建构主义教学观出发,探讨基于网络的大学英语写作教学的新途径。 相似文献
6.
Parlo Singh 《British Journal of Sociology of Education》2002,23(4):571-582
This paper explores one component of Basil Bernstein's complex theoretical framework dealing with the conversion or translation of knowledge into pedagogic communication. The pedagogic device is described by Bernstein as the ensemble of rules or procedures via which knowledge is converted into classroom talk, curricula and online communication. It is argued that Bernstein's theory of the pedagogic device provides researchers with explicit criteria/rules to describe the macro and micro structuring of knowledge, and in particular the generative relations of power and control constituting knowledge. The paper elaborates on the components of the pedagogic device and provides examples of empirical studies utilising this theoretical framework. 相似文献
7.
Embedding academic literacy into the curriculum and regular subject teaching has received little attention in Norwegian higher education (HE). The present article, drawing on the findings of two studies carried out in 2013/14, seeks to amend this. The first study, an action research study, exposes how lecturers in one of the faculties at Oslo and Akershus University College perceive their role in teaching and guiding students’ discipline-specific literacy, in particular academic writing. Collaborating with the faculty in a joint action research project, we seek to empower the lecturers, and develop pedagogical methods that are suitable for academic literacy teaching and guidance, and thereby make a change in the institution. The second study analyzes the academic literacy skills and knowledge of new students. We follow students in their final semester in upper secondary school, and identify how they are prepared for academic literacy in HE. Together, the studies reveal that despite the students’ preparation for higher studies, they are not fully qualified for meeting the demands of academic literacy. When entering HE, the students are still in need of guidance to establish textual meta-perspectives and to develop relevant disciplinary literacy practices. However, the lecturers are neither fully qualified for nor willing to include this topic in their content teaching. 相似文献
8.
This paper examines the understandings (‘constructs’) of teachers’ professional knowledge and its sources that underpin current practice in initial teacher education in Kazakhstan and in particular the way in which pedagogika contributes to these. Drawing on empirical data collected over four years, the paper illustrates the ways in which professional knowledge and professional preparation of teachers in pre-service institutions are constructed within the Kazakh and Soviet pedagogical traditions, albeit with some reference to international scholars. Teachers’ professional knowledge is formed from pedagogic theory mediated by academic staff in what is seen by many from outside and inside the country who are engaged in educational ‘reform’ in Kazakhstan as a largely didactic style with little or no critical engagement or exploration of the implications for practice. This stands in contrast with two recent professional development programmes: the Collaborative Action Research and Center of Excellence, which are focused on interactive learning and teaching, reflective practice, classroom action research, and teachers’ collaboration as sources for teachers’ professional knowledge. This paper highlights this contrast and begins to explore what happens when these two different approaches to the construction of teachers’ professional knowledge encounter each other. 相似文献
9.
Complexity and action research: exploring the theoretical and methodological connections 总被引：3，自引：3，他引：0
Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionizing approaches to action research, as well as strengthening arguments promoting the value of action research in a wide range of contexts. Complexity, it is argued, can provide a valuable theoretical underpinning for action research. Furthermore, action research provides a valid methodological approach to the study of complexity. This article is primarily theoretical and attempts to demonstrate the application of complexity to a specific action research project will be left to future publication(s). Rather, this article explores the general applicability of complexity as both theory and metaphor in action research. The article begins with a brief exploration of the theory, particularly focusing on its application in the social sciences. The theoretical and methodological connections between complexity and action research are discussed through several of the foundational postulates of complexity, how these manifest in action research and how they add to our understanding of action research itself. 相似文献
10.
Threshold concept theory as an enabling constraint: a facilitated practitioner action research study
International interest is growing in how threshold concept theory can transform tertiary teaching and learning. A facilitated practitioner action research project investigating the potential of threshold concepts across several disciplines offers a practical contribution and helps to consolidate this international field of research. In this article we show how a focus on threshold concept theory enabled tertiary teachers to work collaboratively to investigate tertiary pedagogical practices. The purpose of the article is to argue that threshold concept theory can serve as a guiding principle of pedagogical design. The article draws on findings from a research study conducted over two years by a team consisting of five practitioner researchers in four disciplines and two educational researchers who facilitated the inquiry. The act of constraining the research to thresholds, both in and across different fields, enabled the team to intensify discipline-specific insights and to explore wider cross-disciplinary links and differences. A threshold-constrained focus entailed making specific discipline, knowledge management, and pedagogic practices explicit to ourselves as individual practitioners and comprehensible enough to enable conversations with colleagues from other disciplines. As a result of the research, we argue that threshold-concept thinking enables three processes: usefully unsettling the meaning of being a disciplinary expert; providing a structured framework for both disciplinary and cross-disciplinary knowledge and learning; and intensifying insight into curricular content and teaching methods. We also provide an account of how the collaborative action research sparked fresh experiments, searches for new data, and reflections on the impact of threshold concepts on individual disciplines and beyond. 相似文献
11.
本研究运用实验对比的方式通过课程创新理论指导下的课程设计和一学期的教学改革实践,探索了滁州学院基于网络的英语写作教学改革之路。实验对比发现,基于网络的英语写作学习者对该课程设计持积极、肯定的态度,他们的写作水平也有了一定的提高。研究表明:社会文化理论和过程写作法相结合的理论框架有利于滁州学院网络信息技术与英语写作教学的整合。 相似文献
12.
This paper focuses on the academic involvement in the design and delivery of new teaching and learning spaces in higher education. The findings are based on research conducted at 12 universities within the United Kingdom. The paper examines the nature of academic involvement in the design and decision‐making process of pedagogic space design, revealing some of the complexities and the tensions within this area of academic leadership. The research found that innovation and creativity on particular projects is often restricted by the project management decision‐making processes and that broader institutional aims are often underplayed once the design process goes into project mode. The paper concludes by calling for greater academic involvement in the design process in ways that allow for critical reflexivity based on discussions around the concept of ‘the idea of the university’. 相似文献
13.
This article raises some broad questions about the relevance of the current content and teaching methods in undergraduate social science generally. First, it examines critically the general teaching patterns which often stress the teaching of concepts, theory, history and techniques in isolation from current or historical problems. It next argues that our major methods of teaching—notably the lecture—contribute little to achieving the widely advertised pedagogic objectives of independent, critical thinking by students. Thirdly, it argues that we need to inject more relevance into the content of social science courses by shifting the emphasis towards a greater use of contemporary or historical problems or incidents as the starting point for the appreciation of theory and methods. It suggests that the teaching methods best suited to this are the various versions of the ‘case’ or ‘enquiry’ or ‘problem’ approach, which involve a more active participation by students in the process of learning, rather than their current passive role as consumers of teaching. Some illustrations of how this can be done are given. The article concludes by indicating some of the problems which are likely to be encountered in educational development of this kind. These problems are considered to be ‘political’ ones in that they involve a changed use and distribution of resources (of staff, students, times and buildings), which are likely to run counter to current systems of academic and institutional power, social organization, culture and ideology. 相似文献
14.
Teaching in higher education encompasses more than merely helping students develop knowledge and skills. It entails engaging students in their own formation as persons, professionals and citizens. From this perspective, this article investigates how approaches to teaching academic writing contribute to formation. By analysing a case from initial teacher education in Norway, we identify and examine one teacher educator’s beliefs about writing and his approaches to teaching writing. Theoretical framework rests on six discourses of writing developed by Roz Ivani? and on the formative possibilities and constraints embedded in these different literacy discourses. Thus, we provide students’ experien-ces with this teacher’s approaches and discuss what formation his approaches seem to have initiated. The findings point to the need for more critical reflection on the formative impact of teaching approaches in higher education more generally. 相似文献
15.
16.
Debra Myhill 《British Educational Research Journal》2009,35(1):47-64
This article reports on an Economic and Social Research Council‐funded study into secondary‐aged writers' compositional processes, both as observed in a naturalistic classroom setting and as gathered through post hoc reflections. The sample comprised 38 children drawn from Year 9 and Year 11 who were observed, using an annotated timeline, responding to a writing task in the classroom and were subsequently interviewed, using stimulated recall. The initial analysis of the pause and writing patterns observed during the writing task revealed different writing profiles for different writers, and subsequent analysis suggests tentatively that writers of different proficiency may present differing writing profiles. These patterns of composition are then illustrated further through use of the interview data, indicating the writers' awareness of their own composing processes. Finally, the article considers the pedagogic and theoretical implications of these findings, in particular the need for further confirmatory research. 相似文献
17.
The Scholarship of Teaching and Learning has become an important field of inquiry, focusing on the development of new and critical pedagogic approaches in higher education. It is a broad field leading to the emergence of a number of contrasting perspectives concerning the development of insights into teaching and learning. In this article, we explore the potential for Lesson Study to act as a framework for reflecting on and developing pedagogic practice in the university sector. Originating in Japan over a century ago, Lesson Study is a collaborative tool for analysing and developing understanding of student learning. This makes it an ideal tool for capturing and interrogating new and critical insights into teaching and learning. An outline framework is suggested for developing the use of Lesson Study in higher education and we discuss how it can form a positive methodology for extending the work of the Scholarship of Teaching and Learning. 相似文献
18.
Miriam Hamilton 《Studying Teacher Education》2018,14(1):88-102
This article explores the role of a teaching portfolio in supporting the transition from teacher to teacher educator. It uses aspects of self-study to catalogue the challenges and successes during this transition. Despite well-documented acknowledgement of the differing demands of teaching when compared to teaching how to teach, little is written about potential supports during transition to teacher education. This article cites benefits associated with developing a teaching portfolio during this period of transition. The process of reflecting on a teaching philosophy, interrogating pedagogy and developing a personal and professional development plan facilitate the formation of an adapted teacher identity. In addition, the scholarly, evidence-based process of portfolio writing acts as a bridge into the research and writing world of an academic. The portfolio writing process this researcher engaged in was based on iterative feedback from more experienced colleagues internal to the institution and from external panels. This led to a supportive and collaborative induction to the role of teacher educator from a number of perspectives. The researching of my self enabled deep reflection on my teaching philosophy, supported early academic writing and facilitated relationships with staff who acted as critical friends and mentors. This promoted the implementation of an effective teacher education pedagogy through structured, reflective, and evidence-led modifications to practice. This article creates awareness of the broader role of a teaching portfolio for teachers and teacher educators, in creating rich learning experiences for the pre-service teachers we teach. 相似文献
19.
This article analyses what students attending four Swedish upper secondary school programmes with different social class profiles tried and wanted to influence in relation to mathematics teachers’ pedagogic practice and responses during the year 2008/2009. The theoretical framework is based on Bernstein’s theories regarding power and control. The analyses draw on ethnographic observations of classes taking the Natural Science and Social Science academic programmes, and the Vehicle and Child and Recreation vocational programmes, at two Swedish upper secondary schools. Students attending different programmes tried to influence the teaching. However, what the students taking the academic and vocational programmes were able to influence considerably differed. Generally, the vocational students exerted influence more successfully when they wanted to reduce the pace and difficulty of teaching, than when they wished to get more out of their education, while the opposite applied to the academic, especially Natural Science, students. Thus, the power relations reflected the programmes’ social class profiles and the students’ expected positions in society, despite policies at the time to promote democracy and reduce social reproduction in education. The findings support the importance of analysing not only students’ voices, but also their voices in relation to the pedagogic practice they encounter. 相似文献
20.
Marion Walton Arlene Archer 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):173-186
In this article we describe and discuss a three‐year case study of a course in web literacy, part of the academic literacy curriculum for first‐year engineering students at the University of Cape Town (UCT). Because they are seen as ‘practical’ knowledge, not theoretical, information skills tend to be devalued at university and rendered invisible to the students. In particular, web‐searching skills are problematic, given the challenges that the Web poses to academic values and traditional research practices. Consequently, the technical skills of web searching are often taught separately from academic curricula or left entirely unaddressed. We illustrate an alternative, integrated approach to the development of this aspect of information literacy. We apply a critical action research methodology to document, evaluate and reflect on students’ use of evaluative frameworks. Focusing on the facilitation of critical and evaluative use of the Web for exploratory learning, we interrogate the role of ‘cultural capital’ and evaluate the effectiveness of the scaffolding provided by the course design. We find important connections between developing knowledge of academic discourse and successful academic use of the Web, and note that, for students to transfer their skills to a range of contexts, these skills will require sustained attention throughout the undergraduate curriculum. We present evidence that the most effective strategies integrate everyday practical knowledge of research techniques with teaching about academic discourse and building students’ knowledge in a specific domain. 相似文献