Search results for: Theories
Page 4/9 85 items
In this article, the authors discusses the open method of coordination (OMC) within the Lisbon strategy in terms of a European Space for Education and ‘programme ontology’. The focus is on indicators and the European dimension, and how they ‘work’ in the forming of contents and identities in this European Space for Education.
Updated: Feb. 13, 2012
This article offers a theoretical confirmation to the multiple, discontinuous and social nature of teacher identity claimed by others. This paper simultaneously nuances this view by emphasizing the unitary, continuous and individual nature of teacher identity. The paper stresses that teacher development takes place in the form of self-dialogues between different parts of self.
Updated: Nov. 17, 2011
Predictors of Internet Use for the Professional Development of Teachers: An Application of the Theory of Planned Behaviour
The current study examined teachers’ internet use behaviour for professional development using the theory of planned behaviour. The author discovered a strong link between behavioural intention and internet use behavior.
Updated: Jul. 26, 2011
When You've Only Got One Class, One Chance: Acquiring Sociocultural Knowledge Using Eclectic Case Pedagogy
This article describes the creation of an eclectic case pedagogy. This pedagogy is based on case-based methods, sociocultural learning theory and visual studies successfully used in a university teacher education course designed to help students acquire sociocultural knowledge about schooling and teaching. Students highlight three specific kinds of learning opportunities afforded to them when engaging with the eclectic case pedagogy including: guided participation, dismantling and building connections and close in(tro)spection of schooling and society.
Updated: Jun. 13, 2011
This article draws on possible-selves theory to describe how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. The authors analyzed the expected and feared possible selves of 221 beginning teachers. The analysis revealed four main categories: interpersonal relationships, classroom management, instruction, and professionalism.
Updated: Mar. 24, 2011
In the current article, the author grapples with Gilles Deleuze's conceptualization of desire, finding it simultaneously generative and unsatisfying. Since the author realizes that Deleuze will not 'say' that desire is smart, and constitutes expertise, she reasons that should break up with Deleuze. The article is organized into several break-up rituals.
Updated: Mar. 02, 2011
Education Policy Convergence through the Open Method of Coordination: Theoretical Reflections and Implementation in ‘Old’ and ‘New’ National Contexts
The current article addresses two key questions about the convergence of education policies in the European Union (EU). The authors argue that the open method of coordination (OMC) brings to national policy making a particular set of ideas about education, such as an emphasis on the contribution of education to building competitive economies. Finally, the paper suggests – on the basis of a preliminary exploration of the implementation of education OMC measures in the United Kingdom and Slovenia – that education OMC policy ideas resonate to varying degrees in ‘old’ and ‘new’ member states.
Updated: Jan. 25, 2011
Collaborative Teacher Inquiry as a Tool for Building Theory on the Development and Use of Rich Mathematical Tasks
This article describes the collaborative inquiry activity of a group of high school mathematics teachers interested in increasing student engagement and problem solving in the classroom. The results show specific and direct links between teacher inquiry and classroom practice. Furthermore, this case study provides specific information on how an inquiry context is linked to the way teachers interact, form theories, and make use of student work.
Updated: Dec. 03, 2010
The authors propose the revival of reverence and reverential listening in teaching and leading in schools. The authors take Woodruff's philosophical and historical analysis of reverence and extend it to education, particularly for teachers and school leaders. The authors’ purpose is to show what reverential listening is and how it can be part of best practices in schools. The authors conclude that small acts of reverent kindness, like the acts of reverent listening accomplished by teachers and leaders in schools, can be transformative.
Updated: Nov. 23, 2010
The purpose of this article is to specify the grounding concepts and principles that should inform a contemporary emancipatory education. Hence, the article describes two central principles for a renewed emancipatory pedagogy across educational contexts: the recognition of an essential equality between students and teachers and a liberatory agency that uncovers and builds on students' effectivity as beings against domination. This article has important implications for educational researchers and practitioners concerned with social justice, transformation, and the struggle against oppression.
Updated: Nov. 23, 2010