Search results for: Education theories
Page 1/5 43 items
Development and Evaluation of a Training on Need-Supportive Teaching in Physical Education: Qualitative and Quantitative Findings
The purpose of this study was to develop a training for physical education (PE) teachers on how to create a need-supportive learning environment. This article described how researchers and experienced secondary school PE teachers closely collaborated to develop a continuous professional development (CPD) training grounded in Self-Determination Theory’s principles of need-supportive teaching. The findings suggest that teachers highly valued opportunities for active participation, collaboration and experiential learning. In addition, the PE teachers highly appreciated the theoretical background information to be able to understand and follow the rest of the training.
Updated: Jan. 01, 2017
Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice
As two teachers/researchers committed to the values of social justice in the classroom, the authors are deeply disturbed by the explicit and implicit ways that their education system, operating through neoliberalism, reproduces the inequalities of larger society. To problematize and deterritorialize dominant neoliberal notions of schooling, education, teaching, and learning in their classrooms, they embarked on a co/autoethnographic self-study of their teaching practice. Findings, or becomings, indicate that the concepts of the rhizome can be practically put to work in the classroom to raise consciousness and inform thinking about resisting the neoliberal status quo.
Updated: Nov. 09, 2016
Creating Learning Opportunities for Teachers and Students: A Cultural-Historical Understanding of Classroom Research
In this article, the authors propose cultural-historical activity theory as a framework for understanding the opportunities that arise for students and teachers from the presence of researchers in the classroom. They analyze three vignettes from their research in elementary mathematics classrooms for the purpose of illustrating a cultural-historical activity theoretic explanation of the interaction. Finally, the authors suggest that the “impact” of research can be increased at least locally when participants capitalize on the opportunities that arise for teaching and learning when researchers are present.
Updated: May. 17, 2015
This article investigates teacher identities of first-year student teachers through their practical theories. The results revealed that when student teachers begin their teacher education, the majority of positions concern didactical issues, that is, how to promote pupils’ studying and learning processes. In addition, the participants’ teacher identities as teachers strongly emphasise the moral nature of teaching. Contextual issues about school and society and matters related to content, such as the curriculum, had little representation in first-year student teacher identities.
Updated: Jan. 20, 2015
The goal of this article is to show how social justice education (SJE) , can be coherently espoused in the Canadian education system without turning into “brainwashing.” Social justice education (SJE) is a ubiquitous component of contemporary education theory and practice. Recently, SJE has come under fire for being politically biased and even “brainwashing” children in the public education system. To defend SJE against its detractors, therefore, it is necessary to develop a philosophical argument situating SJE within a conception of democratic liberalism. This article provides such an argument by reviewing competing conceptions of liberalism, analyzing the political culture in Canada, and applying an interpretation of comprehensive liberalism to specific educational initiatives.
Updated: Oct. 26, 2014
The author suggests that educators of preservice teachers begin to employ insights gained from the Gardner’s Five Minds for the Future. In order to show relationships between early childhood play and Gardner’s theory, the author crafted the framework. This framework takes into account both artistic and scientific aspects of the mind. The article describes each mind as interpreted from Gardner, and explores the implications for the instruction of preservice teachers. The author concludes that recognizing the importance of play, as captured within Gardner’s Five Minds for the Future, allows us to acknowledge that play is a meaningful and necessary feature in the contexts of school, and ultimately in the lives of the nation’s school children.
Updated: Oct. 21, 2013
This article considers the experience of mature trainee teachers in the United Kingdom, who participated in employment-based models of training. The paper documents collaborative action research by teacher educators focusing on the changing demands of their development work with the trainees.
Updated: Sep. 16, 2013
The Impact of Professional Development: A Theoretical Model for Empirical Research, Evaluation, Planning and Conducting Training and Development Programmes
In this article, the author presents several international trends regarding the provider, the participants, the aims the contents and the methods that found in professional development programmes. In conclusion, the author suggests several recommendations to progress matters and links made with school and leadership effectiveness issues.
Updated: Aug. 19, 2013
In this article, the author refers to Dewey's vision of development in order to consider a number of the challenges posed to a concept of development. The author claims that Dewey’s view was that development consists of enhanced changes in children’s participation in the world around them. However, the author claims that Dewey's ideas have been misunderstood and misrepresented since the psychological accounts identify only individual growth as development. The author argues that the conception of development is potentially more than only an aim; it offers a way of thinking about processes of change over time—in children and in schools, and how educators can support these processes.
Updated: Dec. 18, 2012
In this article, the authors report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers. The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded in the collective inquiry approach. Here, agency work emerged in interactional spaces containing the pre-service teachers, educators, the surrounding field of others, and the subject discipline(s) embedded in a particular cultural context including its tools and practices.
Updated: Jun. 20, 2012