How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking     

Jo Lunn Brownlee  Terri Bourke  Leonie Rowan  Mary Ryan  Peter Churchward  Sue Walker  Lyra L’Estrange  Anita Berge  Eva Johansson 《British Educational Research Journal》2022,48(4):684-703

Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.  相似文献   

Generation Conservation: Children’s Developing Folkbiological and Moral Conceptions of Protecting Endangered Species     

Jolina H. Ruckert 《Early education and development》2016,27(8):1130-1144

Research Findings: This study investigated folkbiological concepts that structure children’s moral reasoning regarding conservation. Participants (N = 52; 7- and 10-year-olds, gender balanced) were interviewed regarding their values, moral obligations, and rights concerns for endangered and extinct animals. Across the 2 ages, children drew on the animal’s living status and teleology, as well as ecological relations, to ground their moral reasoning. Developmentally speaking, the younger children employed both nature-centered and human-centered moral reasoning, whereas the older children employed a complex form of moral reasoning that integrated human models of moral thinking with distinct biological understanding. Practice or Policy: The findings can improve education and policy that supports the next generation of conservationists. Educators can draw on these findings to develop class material and activities that teach children about ecological relations—knowledge children can employ to construct their moral arguments for conservation and protecting the environment. The findings revealed that children think about and value endangered animals in deep and beautiful ways. Policymakers can draw on the findings to frame their decision making—drawing more deeply on children’s values of the natural world to inform policy decisions. Drawing on children’s values in the development of environmental policy engages them in the policy process.  相似文献   

Elaborating pedagogical content knowledge: what it means to know students and think about teaching     

Nate McCaughtry 《Teachers and Teaching》2013,19(4):379-395

The purpose of this study was to examine how a teacher understood her students and then thought and made decisions about content, curriculum and pedagogy. Pedagogical content knowledge (PCK) and Deweyan philosophies of experience and education provided the theoretical frameworks. Data were collected through observations (N?=?38) and interviews (N?=?38) over four months and analysed using constant comparison. Findings indicated that this teacher possessed a broad repertoire of knowledge about students that she used to think and make decisions about content, curriculum and pedagogy. The connections between knowing students and thinking about teaching were more sophisticated and interconnected than is typically recognized or articulated in teacher knowledge literature. Three themes are used to explain how this teacher understood her students’ emotional and social lives in and out of her classroom, and ways it influenced her thinking and teaching. The discussion centers on the need for more comprehensive analyses of teachers’ pedagogical content knowledge.  相似文献   

Dual Language and English-Only Learners’ Expressive and Receptive Language Skills and Exposure to Peers’ Language     

Perla B. Gámez  Holly L. Griskell  Yaxal N. Sobrevilla  Melissa Vazquez 《Child development》2019,90(2):471-479

This study examined dual language learners’ (DLLs n = 24) and English-only (EO n = 20) children's expressive and receptive language in kindergarten (M_age = 5.7 years) as well as the relation to peers’ language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring (2014–2015 year). Receptive language skills (vocabulary, sentence comprehension) were measured in the fall and spring. Findings revealed increases in children's expressive and receptive language, except in terms of syntactic complexity. Moreover, peers’ vocabulary diversity was positively associated with children's vocabulary diversity. Peers’ syntactic complexity was positively associated with children's syntactic complexity and receptive vocabulary. Findings suggest that peers’ language use may influence DLLs’ and EO children's language learning.  相似文献   

Experimentation in biology lessons: guided discovery through incremental scaffolds     

Nadine Großmann 《International Journal of Science Education》2019,41(6):759-781

Experimentation is a complex problem-solving process. In biology lessons, experiments involve creative thinking and open discovery; however, they still require some degree of instructional guidance. The right balance between discovery learning and instructional guidance depends substantially on students’ prior knowledge. Students with low prior knowledge in particular might have difficulties with conducting and understanding experiments. Incremental scaffolds might be a valuable tool to meditate between pure discovery and strong guidance while simultaneously taking learners’ individual knowledge and skills into account. In the current study, we examined the effects of incremental scaffolds (IncSc), no scaffolds (NoSc), and worked-out examples (WoEx) on students’ knowledge acquisition while doing inquiry-based experimentation with a special focus on students with low prior knowledge. In a pre-posttest design, 193 students (M_age?=?13.02?±?0.81 years) participated in a four-hour teaching unit on animals’ overwintering strategies. In the pre- and posttest, we assessed the students’ conceptual and procedural knowledge. Our results partially confirmed our hypotheses: Regarding the conceptual and procedural knowledge of all students, incremental scaffolds showed no additional benefit regarding students’ knowledge in the posttest when compared to working with no scaffolds or worked-out examples. For the students with low prior knowledge, working with incremental scaffolds led to higher conceptual and procedural knowledge after the teaching unit than working with worked-out examples.  相似文献   

Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs,PCK and domain knowledge among preservice teachers from the United States     

Margareta Maria Thomson  Daniell DiFrancesca  Sarah Carrier  Carrie Lee 《Teacher Development》2017,21(1):1-20

This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.  相似文献   

Reflective practice or poetic mindfulness: a role for social poetics in constructing and performing futures     

Caroline Ramsey 《Action Learning: Research and Practice》2018,15(2):90-101

Reflective Practice has been dominated for the last 25 years by an experiential school as typified by Kolb (1984. Experiential Learning. Englewood Cliffs: Prentice Hall). This paper suggests that there are significant problems with an approach to considering futures that is based on ‘knowledge’ of the past, identification of ongoing cause–effect relations and individual agency. Alternative, Social Constructionist premises are discussed and a ‘Social Poetics’ (Shotter, 1996. “Social Construction as social poetics: Oliver Sacks and the case of Dr P.” In Reconstructing the Psychological Subject, edited by B. Bayer and J. Shotter. London: Sage) is offered as a mindfulness that foregrounds moment-by-moment relations in which new realities are improvised. The use of different poetic forms to shape a poetic mindfulness is proposed and three advantages of such a practice are suggested. First, that a poetic mindfulness can interrupt limiting ‘thinking habits’. Secondly, it foregrounds the creativity of ongoing relations and, thirdly, it provides an alternative to simple cause–effect relations by foregrounding social improvisation.  相似文献   

A voice without organs: interviewing in posthumanist research     

Lisa A. Mazzei 《International journal of qualitative studies in education》2013,26(6):732-740

In keeping with the editor’s call for this special issue, this paper discusses how a posthumanist stance has enabled me to materialize a different conception of the interview and interview data in postqualitative inquiry. More specifically, I am thinking with Deleuze and Guattari’s concept, the Body without Organs, one they use to enact thinking without a subject and to liberate thought from overcoded images in order to confront a reliance on objects or material representations to understand and explain. Using this concept, I theorize a Voice without Organs (VwO) as a voice that does not emanate from a singular subject but is produced in an enactment among research-data-participants-theory-analysis. The article concludes with an analysis of data from a recent interview project that illustrates how VwO is both produced by and producing different knowledge and suggests implications for thinking interviewing and interview data differently.  相似文献   

Decentering: A construct to analyze and explain teacher actions as they relate to student thinking     

Dawn Teuscher  Kevin C. Moore  Marilyn P. Carlson 《Journal of Mathematics Teacher Education》2016,19(5):433-456

Mathematics educators and writers of mathematics education policy documents continue to emphasize the importance of teachers focusing on and using student thinking to inform their instructional decisions and interactions with students. In this paper, we characterize the interactions between a teacher and student(s) that exhibit this focus. Specifically, we extend previous work in this area by utilizing Piaget’s construct of decentering (The language and thought of the child. Meridian Books, Cleveland, 1955) to explain teachers’ actions relative to both their thinking and their students’ thinking. In characterizing decentering with respect to a teacher’s focus on student thinking, we use two illustrations that highlight the importance of decentering in making in-the-moment decisions that are based on student thinking. We also discuss the influence of teacher decentering actions on the quality of student–teacher interactions and their influence on student learning. We close by discussing various implications of decentering, including how decentering is related to other research constructs including teachers’ development and enactment of mathematical knowledge for teaching.  相似文献   

Reasoning as a Pedagogical Tool: Tolstoy’s Real Happening Stories for Children     

Oksana Lushchevska 《Children‘s Literature in Education》2014,45(1):60-73

Viewing Tolstoy’s works from psychological and intellectual perspectives demonstrates his approach to children’s literacy and especially the development of reasoning, which he presents in his writing for children and the stories he includes in his New ABC book (1875a) and four Readers (1875b). This article examines Tolstoy’s reasoning approach in education and its application in his real happening stories for children. Some of Tolstoy’s ideas about upbringing that are expressed in his stories are similar to ideas of Jean-Jacques Rousseau (1712–1778) and a Swiss developmental physiologist contemporary to Tolstoy, Jean Piaget (1896–1980). Tolstoy’s real happening stories treat situations that a child might actually experience; they propose and teach scenarios that might influence a child’s or an adult’s thinking about ways to obtain an education. Thus, in Tolstoy’s approach to children’s education, reasoning becomes a pedagogical tool, used to develop knowledge, experience and critical thinking ability.  相似文献   

Historicizing tianrenheyi as correlative cosmology for rethinking education in modern China and beyond     

Weili Zhao 《Educational Philosophy and Theory》2019,51(11):1106-1116

Abstract

The Chinese tianrenheyi thesis bespeaks a correlative cosmology irreducible to the Western metaphysics. This article historicizes tianrenheyi for new implications to help rethink the given concepts of ‘person/thing,’ ‘environment/nature,’ and ‘relationality’ in contemporary ethical and environmental education in three steps. First, it turns to Yu Ying-Shih’s writing for a historical and ethical picture of tianrenheyi as an ‘Axial breakthrough’ in Confucius' time and with direct relevance to Confucian person-making education. Second, it moves on to Roger Ames’ unpacking of tianrenheyi as hospitalized in a ‘correlative cosmology’ and ‘Confucian relational personhood’ to help us re-understand Confucian ‘person’ as being relational. Finally, it shows how these re-invoked philosophical–ethical–cosmological theses expose a ‘foundational individualism’ which grounds and confines current educational thinking to an anthropocentric (dis)ordering. As an alternative, this article calls for a productive symbiotic conjoining between humans and their cultural–natural environs toward nurturing today’s youth into ecologically literate, responsible, and responsive co-beings.  相似文献