共查询到20条相似文献，搜索用时 46 毫秒
1.
Tony Brown 《Educational Studies in Mathematics》2010,75(3):329-343
Mathematics education research must enable adjustment to new conditions. Yet such research is often conducted within familiar
conceptualisations of teaching, of learning and of mathematics. It may be necessary to express ourselves in new ways if we
are to change our practices successfully, and potential changes can be understood in many alternative, sometimes conflicting,
ways. The paper argues that our entrapment in specific pedagogic forms of mathematical knowledge and the styles of teaching
that go with them can constrain students’ engagement with processes of cultural renewal and changes in the ways in which mathematics
may be framed for new purposes, but there are some mathematical truths that survive the changing circumstances that require
us to update our understandings of teaching and learning the subject. In meeting this challenge, Radford encountered a difficulty
in framing notions of mathematical objectivity and truth commensurate with a cultural–historical perspective. Following Badiou,
this paper distinguishes between objectivity, which is seen necessarily as a product of culturally generated knowledge, and
truth, as glimpsed beyond the on-going attempt to fit a new language that never finally settles. Through this route, it is
shown how Badiou’s differentiation of knowledge and truth enables us to conjure more futuristic conceptions of mathematics
education. 相似文献
2.
Jim Hordern 《Journal of Education & Work》2016,29(4):427-449
The development and iteration of a body of professional knowledge appropriate to the demands of practice is a central concern of studies of professional education and work. This article concentrates on Bernstein’s notion of the ‘region’ of professional knowledge, identifying regions as complex socio-epistemic entities into which forms of knowledge are appropriated and transformed to meet the requirements of practice. In order to better understand the constitution of professional knowledge, there is a need to conceptualise how knowledge is recontextualised between regions, disciplinary ‘singulars’, and professional practice. Two variables, proximity and dominance, are introduced to illustrate how relations between regions, singulars and practice may vary, with implications for what is recontextualised into regions. In some professions, there are pressures for greater proximity between regions as a consequence of changes in work practices, while in others there is the potential for the dominance of recontextualisation processes by market and bureaucratic logics. It is suggested that actors within regions need to find ways to maintain authority over professional knowledge while avoiding the risks of control by bodies ill-equipped to maintain knowledge validity. The analysis provides a lens through which to view developments in the knowledge bases of professional, or professionalising, occupations, and concomitant changes in professional education. 相似文献
3.
《校园英语(教研版)》2015,(32)
Evidences suggest that language aptitude is involved in the development of explicit as well as implicit knowledge.Tests of implicit knowledge ask students to rely on feel or intuition,rather than on linguistic knowledge.Based on previous researches,this paper is to explore ways to assess students’implicit knowledge,and which aspects should be improved in the existing grammar tests. 相似文献
4.
Wolfgang Schneider 《Educational Psychology Review》1993,5(3):257-273
Developmental studies assessing the impact of domain-specific knowledge on memory are discussed. In the first section of the review, different ways through which domain-specific knowledge relates to strategy use in memory tasks are briefly summarized. Empirical evidence indicating nonstrategic effects of the knowledge base are discussed next. In particular, findings based on the expert-novice paradigm are used to compare the knowledge structure and memory performance of experts and novices of different ages, and to explore how individual differences relate to the acquisition and use of domain-specific knowledge. The review shows that domain-specific knowledge permits children to process and remember domain-related information more efficiently, apply strategies more effectively, and integrate novel information more easily than domains for which they have less detailed knowledge. If the knowledge base is particularly rich, it exerts a greater influence than other sources of memory development (i.e., memory capacity, strategies, and metamemory) combined. 相似文献
5.
Gaps, barriers, boundaries and walls are words often used to describe the separation between educational research and practice. They account for the differences that are said to exist between the ‘two cultures’; the members of which appear to occupy different worlds, have different mindsets and express themselves in different discourses. The purpose of this paper is to suggest ways of overcoming this divide by presenting a new genre of publication, videopaper, that integrates and synchronizes different forms of representation, such as text, video and images, in one cohesive document. We argue that this has the potential to end the elision in the educational community which sees researchers as knowledge generators and teachers as knowledge translators. We contend that videopaper has a range of affordances that may help the professional and academic communities to find new ways of seeing, creating and using educational research. 相似文献
6.
ABSTRACT In recent years, there has been growing interest in the role of affect within education. Within this paper, the authors make a distinction between affective pedagogy, which they refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which they refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, they explore student teachers’ affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. They argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. They also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions. 相似文献
7.
Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter 总被引：1，自引：0，他引：1
Pedagogical content knowledge is made up of several components. In this paper we concentrate on one of these: teachers' planned presentations of the subject-matter. We deal with two main sources of this component of pedagogical content knowledge: knowledge about the subject-matter and knowledge about students. Illustrations are given in two mathematical domains: functions and undefined mathematical operations. The paper concludes with a discussion of the nature of teachers' knowledge and the interconnections between the three constructs: subject-matter knowledge, knowledge about students, and knowledge about ways of presenting the subject-matter. 相似文献
8.
This paper explores the intersection between critical methodologies and Indigenous knowledge. It is especially concerned with the ways in which the metaphors associated with the bricoleur researcher – tools and production – conceptualize Indigenous knowledge to that of an ecology and environmental work. This limits the appreciation for and engagement with narrative, and the ways in which “ecological” knowledge is embedded in narrative practices and interpretive processes. The author puts the work of Anishinaabe novelist and theorist Gerald Vizenor in conversation with the writings of J. Kincheloe as a way not only to contrast the central metaphors in critical and Indigenous methodologies, but similarly to highlight the differences between a bricoleur language of research and an Aboriginal language of survivance. 相似文献
9.
《International Journal of Educational Research》2001,35(5):441-461
In this chapter, the knowledge base of teaching is conceived as all profession-related insights, which are potentially relevant to a teacher's activities. From this perspective, it is argued that teacher knowledge, or teacher practical knowledge, should be included within this knowledge base, along with formal propositional knowledge. Although teacher knowledge is strongly related to individual experiences and contexts, there are elements of teacher knowledge that are shared by all teachers or large groups of teachers, for instance, all teachers who teach pupils of a certain age level. Investigating teacher knowledge to identify these common elements so as to do justice to its complex and specific nature can be problematic from a methodological point of view. To illustrate the potential benefits and limitations of research on teacher knowledge, the results from several studies are presented. A major conclusion from these studies is that an understanding of teacher knowledge may be useful to improve teacher education and to make educational innovations more successful. Finally, three areas of interest for future research are identified. 相似文献
10.
彭明昭 《黄冈师范学院学报》2007,(Z1)
探讨了教书育人的重要性及其途径,包括课堂教学,学生的社会实践活动,教师的风范和班主任工作,阐明了教书育人是一项系统工程,应有必要的制度和得力的措施,应该科学化、规范化、理性化。 相似文献
11.
《Teaching and Teacher Education》1988,4(2):99-110
What kinds of knowledge do teachers need in order to be effective in their classrooms? This question has received much attention recently. This paper outlines a framework for teachers' knowledge, consisting of six major categories, namely: general liberal education, personal performance, subject matter, general pedagogical, subject matter specific pedagogical, and foundations of the teaching profession. Suggestions are provided on ways in which three of the categories, subject matter knowledge, general pedagogical knowledge, and subject matter specific pedagogical knowledge can be dealt with in teacher education, especially at the preservice stage. These suggestions are based on actual courses which have been taught in various countries. The outcomes of one such course, which was taught and supervised by the author, are reported in terms of the students' perceptions of the knowledge they have acquired. 相似文献
12.
Knowledge engineering techniques for developing expert systems may also be useful for instructional development. A review
of knowledge engineering focusing on knowledge representation and knowledge acquisition suggests ways in which these methods
could be adapted to developing instructional systems. As further work is done on intelligent computer-assisted instructional
systems and other complex instructional development projects, knowledge engineering skills may become more important for the
instructional developer. 相似文献
13.
This article reports on one strand of a collaborative research project undertaken at the Faculty of Education, which sought to explore trainee teachers' development of assessment understandings and practices during their PGCE, and over the following two years. Using two case studies of English trainees, we explore the ways in which they seek to bring together effective assessment principles embedded in the research literatures they encountered in their training with the classroom focused, 'tried and tested' approaches in their placement schools. The resulting demands on professional knowledge 'pure' and 'applied', and some resulting tensions are investigated though interviews with the trainees concerned. 相似文献
14.
Uma Pradhan 《Ethnography and Education》2017,12(3):381-394
Scholars in education have drawn our attention to the ways in which social power and control manifests in the process of knowledge production in education institutions especially through school curriculum. In this paper, I analyse school textbooks along with classroom instruction events and everyday practices in a mother-tongue school in Nepal. Drawing on the concept of ‘legitimate knowledge’, this paper discusses mother-tongue education as a struggle over symbolic resources, whereby familiarity with ‘daily life in the locality’ is discursively drawn upon to articulate mother tongue as an effective pedagogy and legitimate knowledge. The paper argues that the introduction of mother tongue in the school curriculum is, therefore, more than an addition of new language. It is a process of negotiating what it means to ‘know’ things in school. In doing so, this paper illustrates a dynamic process of re-signification of local languages, knowledge and identities that is underway. 相似文献
15.
There is an urgent need to strengthen undergraduate science students’ epistemic knowledge, which requires having the scientists qua teachers on board. The divide between scientists’ perceptions of science and the perceptions held by those who study science is in this context problematic. Even so, this remains a sorely understudied area. The aim of the study was to identify pragmatic ways that hold the potential to facilitate integration of scholarly studies of scientific knowledge production with experientially based knowledge held by scientists to support the teaching of epistemic knowledge content to undergraduate science students. Earlier studies suggest that trust building is a central component. Our exploratory case study focuses on instructor perceptions and is based on informal interviews, participatory observation and surveys with instructors in a first-year undergraduate science course under revision. We identified the following central components as central to successful navigation of the divide between the scientific practice and science studies: Explicit formulation of learning objectives tied to epistemic knowledge acquisition; Conscious attention to vocabulary that triggers scientists’ aversion to science studies; Careful selection of historic and contemporary cases; and Systematic scaffolding of course activities. The conclusion regarding a common vocabulary stands out: by ridding our instructions from the vocabulary that caused concern among science instructors we succeeded in engaging them in conversations with students about the knowledge-producing process and challenge the view of science as characterised by facts and truths, rather than a form of scholarly inquiry that aims to produce knowledge about the natural world. 相似文献
16.
牛震乾 《河北师范大学学报(教育科学版)》2008,10(4):96-98
教师知识是一个持续不断地生成和成长的过程。入职前教师形成的"前科学"知识和"生存"知识是教师知识成长的最初阶段,职后生成的教师个人实践性知识是教师知识的核心部分。通过教育叙事、教学反思和行动研究等方式可彰显和升华教师个人实践知识,促进教师的专业发展。 相似文献
17.
Zongyi Deng 《Cambridge Journal of Education》2018,48(3):335-351
From the vantage point of liberal education, this article attempts to contribute to the conversation initiated by Michael Young and his colleagues on ‘bringing knowledge back’ into the current global discourse on curriculum policy and practice. The contribution is made through revisiting the knowledge-its-own-end thesis associated with Newman and Hirst, Bildung-centred Didaktik and the Schwabian model of a liberal education. The central thesis is that if education is centrally concerned with the cultivation of human powers (capacities, ways of thinking, dispositions), then knowledge needs to be seen as an important resource for that cultivation. A theory of knowledge is needed that conceives the significance of knowledge in ways productive of this cultivation. Furthermore, a theory of content is needed that concerns how knowledge is selected and translated into curriculum content and how content can be analysed and unpacked in ways that open up manifold opportunities for cultivating human powers. 相似文献
18.
Work contexts are frequently referred to as spaces of learning and production of individual and/or collective knowledge. In such contexts specific dynamics are developed which cause the processes of learning and of knowledge production to have particularities. This paper aims at accounting for some dynamics that are associated with those processes, based on the main results of an ethnographic study on the adult educator team of a Portuguese local development association. The research identified ways of working/action rules based on the learning and knowledge production processes in the association. Mutual help, the reformulation and collectivization of practice, reflection in and about the action, and the negotiation of meaning about the practice are some of the mechanisms identified. The study also highlights how those dynamics of knowledge and learning and ways of doing may contribute to a practice which is closer to the needs of the adults to whom this team offers its education and training services. 相似文献
19.
Misty Adoniou 《Asia-Pacific Journal of Teacher Education》2015,43(2):99-116
Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three ways of knowing: “knowing how,” “knowing why,” and “knowing what” and then applies these three knowledge discourses across six domains of teacher knowledge. The framework was developed from a study of 14 teachers in their first year of teaching, and in this article the framework is applied to their experiences to illustrate specific gaps in their teacher knowledge. It is proposed that this conceptualisation of teacher knowledge allows those involved in teacher education and induction to more clearly identify professional learning needs and develop their programmes with specificity. 相似文献
20.
John Loughran Ian Mitchell Judie Mitchell 《International journal of qualitative studies in education》2013,26(6):853-873
This paper explores ways of uncovering and documenting teachers' professional knowledge. Through a research project that has worked with a number of teachers over an extensive period of time, serious attempts have been made to make the (often) tacit nature of teachers' knowledge more explicit in ways that might begin to address the question of what a knowledge base in teaching might look like. The paper examines methodological issues that have guided this research and illustrates how the knowledge of teachers can be articulated in ways that might help to clarify particular features of practice. An important aspect of the research reported in this paper is the need to have a language of teaching that is common to participants. Therefore, the research reported in this paper offers one way of considering this issue and offers a methodology for exploration and further development whilst simultaneously highlighting some aspects of the problematic nature of developing such a methodology. 相似文献