Search results for: Meaning
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This is a qualitative study that examines Jewish and Bedouin preservice teachers' (n = 76) meaningful experiences in a project-based learning framework, in which they participated as part of their pedagogical coursework. The main goal of the study is to gain insight into participants’ meaningful experiences, i.e. thoughts, feelings, and emotions related to the PBL process. The data collection method consisted of 38 in-depth interviews and 152 reflective reports. Data were analysed according to the qualitative method for content analysis. Study findings provided detailed descriptions of participants’ meaningful experiences in two domains: (A) The Quality of the Experience; (B) The Content of the Experience. The study contributes to the pool of knowledge about PBL, an approach that is being increasingly implemented in teacher-training frameworks.
Updated: Dec. 29, 2020
Developing deep understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning
In this research the authors examined the ways they accessed and responded to students’ engagement with a set of pedagogical principles of teacher education focused on meaningful physical education. The research was cross-cultural, taking place in universities in Country 1 and Country 2. Self-study of teacher education practice (S-STEP) methodology guided collection and analysis of the following data over one year: lesson planning and reflection documents, and critical friend and ‘meta-critical friend’ interactions. Findings indicate the value in teacher educators becoming more intentional and systematic in how they access student perspectives related to engagement with learning experiences of pedagogical innovations in pre-service teacher education, while also emphasizing the challenges in doing so. The concepts of reflection on- and in-action provided a framework for understanding how being more intentional about accessing student perspectives can be enacted in teacher education practice. The authors’ experiences demonstrate how focusing on student engagement can support the professional learning of teacher educators through enabling a deeper understanding of the challenges faced in being responsive to students’ engagement with their learning.
Updated: Jul. 26, 2020
Words and Terms with Double Meanings (in Everyday Language and in Academic Disciplines) as a Source of Misconceptions
The main purpose of everyday language is to enable fast and economical communication among people from the same culture and context. Everyday language is based on the premise that people participating in a discourse understand its context and are aware of language shortcuts and codes. Usually, therefore, no problems arise due to the fact that a term has more than one meaning or that codes are used. Disciplinary languages are also means of communication; however, their formality and commitment to accuracy, clarity, and equivocality cause academic technical expressions to be lengthy and without shortcuts. Language in academic disciplines comprises two kinds of terms: academic technical or professional, discipline-specific terms and terms that have a meaning that differs from their everyday meaning.
Updated: Jan. 25, 2016
What is it that images can do that cannot be done by words alone? This article illustrates and discusses how visual expressions act as helpers of dialogue - anchors of meaning. The main argument is that the inclusion of pictorial material is a useful way to develop poststructuralist thinking technologies to further expand our understandings of the complexities of communication in individual as well as collective sense-making.
Updated: Mar. 02, 2008
The article explores the 'good' work of teaching and learning, and explores the issue from the point of view of an educational anthropologist, an educational philosopher, and a teacher educator.
Updated: Jan. 03, 2008