Search results for: Theory-praxis gap
Page 2/2 15 items
Competing Priorities in Professional Development: An Australian Study of Teacher Professional Development Policy and Practice
This article claims that neoliberal and managerial pressures external to the teaching profession, as well as more progressive and democratic approaches internal to the profession, have simultaneously influenced professional development policy and practice in Australia. In making this case, the article reviews the nature of the teacher professional development that is supported in federal Australian policies associated with the recently defeated Liberal/National Coalition government (1996-2007).
Updated: Feb. 02, 2009
The goal of the study was to examine the nature of professionally oriented subject matter knowledge in mathematics. Therefore, the authors studied actual mathematics teaching and identified mathematical knowledge for teaching based on analyses of the mathematical problems that arise in teaching. In conjunction, measures of mathematical knowledge for teaching were developed.
Updated: Jan. 28, 2009
New Directions for the Design and Study of Professional Development Attending to the Coevolution of Teachers' Participation Across Contexts
Research on professional development (PD) focuses on what teachers learn as a result of their participation in PD. Therefore, the research frames unidirectional questions: To what extent does participation in PD influence teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning. They argue that researchers should investigate what teachers are learning during and after PD, looking at the coevolution of participation between classroom practice and PD.
Updated: Jan. 28, 2009
Getting Real: Exploring the Perceived Disconnect between Education Theory and Practice in Teacher Education
The authors conducted this year-long self-study to answer the question: What could the college’s education program do to improve preparation for teaching in inner-city schools? Through their year-long collaboration in a middle-school writing classroom in an inner-city charter school, the authors examined what a prospective teacher learned in his education program that helped and hindered him. Then, they explored how the successful approaches he developed as a new teacher could be incorporated into the college’s preservice program.
Updated: Dec. 08, 2008
The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations.
Updated: Jan. 15, 2008