Search results for: Knowledge
Page 1/3 29 items
This article aims to provoke debate and discussion about teacher education futures, with particular reference to the interactions between knowledge and technology, within the teacher education community. The authors employed futures methodologies based on scenario creation. In these scenarios, the authors play out how and why changing versions of knowledge and their interactions with technology impact on teacher education. The authors note that in these scenarios, technology is primarily referred to in terms of its relationship to knowledge building and acquisition. They argued that the scenarios offer a dialectic between the influence of knowledge and that of technology. They also argue that these scenarios have a practical value in offering alternatives, encouraging debate.
Updated: Nov. 08, 2018
In this study, the authors examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Based on their analysis, the authors organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. They conclude by drawing implications for teacher educators and curriculum developers.
Updated: Dec. 06, 2016
Early Care and Education Matters: A Conceptual Model for Early Childhood Teacher Preparation Integrating the Key Constructs of Knowledge, Reflection, and Practice
The purpose of this article is to describe promising practices from a Child and Family Development (CFD) Program within the College of Education at a large, urban university. The authors' goal is to detail their attempts to build a core curriculum and program of study that supports the development of knowledgeable, and skilled, early childhood educators. They propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe their approach to preparing early childhood educators. The CFD program has worked towards creating a stronger, more coherent model for early childhood teacher education. In this model, field experiences are closely integrated with coursework, faculty pedagogies link theory and practice, and faculty and field experience supervisors build close mentoring relationships with preservice teachers to model good teaching.
Updated: Jul. 05, 2015
This article focuses on the knowledge–competencies nexus in the context of ‘twenty-first century learning’. It raises several questions: Does the interest in competencies devalue or undermine knowledge? Does a social constructivist paradigm necessarily dismantle disciplinary knowledge? What is the relationship between knowledge and improving the life chances for the marginalised? Against a critical background discussion of ‘twenty-first century learning’, these questions are addressed by considering and synthesising three perspectives on knowledge in relation to their particular critique of education, what they say about knowledge, and the bearing this interpretation has on how they view pedagogy and curriculum.
Updated: May. 10, 2015
Renewing Sociology of Education? Knowledge Spaces, Situated Enactments, and Sociological Practice in a World on the Move
This article asks 'how can sociology of education speak into contemporary educational knowledge and construct vocabularies that re-open dialogue about social justice'? A mobile methodology is used to report on three knowledge spaces that locate sociological practice and frame sociological knowledge. The author argues that global transitions have re-scaled and re-ordered the relation between the sovereign and governmental spatial powers that previously centred education.
Updated: Jul. 23, 2014
In this work, the authors are interested in supporting beginning teachers in identifying and productively drawing on the everyday knowledge and experiences that children bring to science learning. They focus on preservice teachers’ emerging understandings of the nature and utility of learner’s funds of knowledge. The authors argue that when preservice teachers define the utility of funds of knowledge, they do so in reference to managing classroom interactions and supporting student learning. The authors consider preservice teachers’ description of the utility of funds of knowledge as a hook to be productive and reasonable but insufficient.
Updated: Mar. 12, 2014
Stepping Out of the Academic Brew: Using Critical Research to Break Down Hierarchies of Knowledge Production
This paper explores how critical theory and critical research can be used to critique hierarchies of knowledge in academia and society. The article explores this relationship in order to create new opportunities for learning and researching dialogically, a process that the author calls, ‘stepping out of the academic brew’. The paper offers a framework for how critical researchers might begin flattening hierarchical knowledge structures in education, in themselves, and in life.
Updated: Oct. 21, 2013
Going beyond the ‘PISA Shock’ Discourse: An Analysis of the Cognitive Reception of PISA in Six European Countries, 2001‑2008
This article analyzes the cognitive reception of PISA in six European countries which were studied in the European collective research project KNOWandPOL (Knowledge and Policy in Education and Health Sectors). The author proposes a specific theoretical framework which largely draws on some concepts and theoretical tools from the sociology of translation and their adaptation in policy analysis.
Updated: May. 29, 2013
The purpose of this study was to explore the way that knowledge is construed through global media and what effect that knowledge has on students’ responses. Data were obtained from two focus groups in which students viewed and responded to global media. The results of this study suggest that dynamic visual texts provide a venue for teachers and students to consider what knowledge global media affords. However, students should become critical viewers of media, able to carefully and thoughtfully engage with assertions and evidence to foster inquiring capacities.
Updated: Dec. 11, 2012
In this article, the authors use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students. This project took place in a classroom of nine- and ten-year-old ELLs on the west coast of Canada. The project stimulated discussions among the children about why Punjabi was not taught in a school where the majority of the children came to school speaking the language and why there were not more dual-language resources in the school. These results are important and challenge dominant schooling practices. This project also emphasizes the ways in which the use of multimodal technologies opens up classroom space for bilingualism.
Updated: Nov. 23, 2010