International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Scholarship
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15 items
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This paper discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s. It describes the contextual conditions in which students use the Web today. Furthermore, the paper also examines how Web 2.0’s unique capabilities and youth’s proclivities in using it influence learning and teaching. A stronger research focus on students’ everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed.
Published: 2009
Updated: Jul. 21, 2009
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Greenhow, Robelia, and Hughes (2009) argue that Web 2.0 media are well suited to enhancing the education research community’s purpose of generating and sharing knowledge. The author of this paper first articulates how a research infrastructure with capabilities for communal bookmarking, photo and video sharing, social networking, wikis, and mash-ups could enhance both the pace and quality of education scholarship, complementing federal investments in cyberinfrastructure. He then argues for a second, more provocative and controversial usage of this research infrastructure: an experimental attempt to generate 'wisdom.'
Published: 2009
Updated: Jul. 21, 2009
13
The relationship between the scholarship of teaching and practitioner inquiry is characterized both by questions of definition (what 'counts' as scholarship and who can produce it) and execution (how to facilitate the representation, interpretation and analysis of teaching). The paper addresses both issues by beginning with an overview of the somewhat ambiguous origins and evolution of the scholarship of teaching in the United States.
Published: 2009
Updated: May. 14, 2009
14
The article addresses a report of an inquiry into teacher education in Australia, based on Raymond Wiliams' strategies for 'making hope practical.' The report explored the relationships between the five interdependent strategies, and their relationship to sound educational research. The five strategies included critical self-reflection regarding good educational research; identifying good sense in policies and challenging teacher educators to advance life-enhancing agendas; engaging in research with winners and losers in education; assessing the desirability and dangers in current teacher education policies, and communicating the spirit of teacher education publicly.
Published: 2007
Updated: Jan. 07, 2008
15
The issues of second order practice are examined in this article which compares teacher educators and educators of preservice courses for nurses and social workers.
The article highlights teaching in higher education, research for scholarship, contribution to the original professional field and service to the university, as elements that bolster professional practices.
Another discussion centers around tensions created for professional educators when they consider imperatives of both higher education and professional fields.
Published: 2007
Updated: Dec. 25, 2007