International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Theories & Approaches
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523 items
431
The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualization. In this paper the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are 'professional self-understanding' and 'subjective educational theory'. These concepts are components of the personal interpretative framework every individual teacher develops throughout his/her career.
Published: 2009
Updated: Jul. 20, 2009
432
In this article, the authors discuss what it means to be a professional teacher with practical wisdom. Furthermore, they discuss how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school-based. Building on theories on the functioning of the human mind in general, and teacher behavior in particular, the notions of practical wisdom, theory, and experience are connected in a triangular model.
Published: 2009
Updated: Jul. 20, 2009
433
The article is designed to raise issues around how we view teaching and some of the implication that has for thinking about teaching as a discipline. The article is organized in such a way as to invite critique using the idea of teaching as disciplined enquiry. This enquiry involves multiple domains: subject epistemology and ontology; pedagogic strategies and didactic tactics; and psychosocial specifics of situations involving human beings, who can be agentive in exercising their will as to what they attend to, and how. Thus, teaching is fundamentally enquiry in the domain of human attention and awareness.
Published: 2009
Updated: Jul. 15, 2009
434
The purpose of this article is to lead to a better valuing of teaching through an exploration of the notion of teaching as a discipline. Through a review of the diversity of views of disciplines - and education as a discipline - as described in the literature, the article considers the consequences of conceptualizing teaching as a discipline. These consequences are significant not only for teaching itself but also for teacher education.
Published: 2009
Updated: Jul. 15, 2009
435
The authors consider what a concern for social justice in terms of social inclusion might mean for teacher education. The authors refer to both practising and prospective teachers, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school.
Published: 2009
Updated: Jul. 08, 2009
436
This paper investigates written descriptions provided by students as they participate in a Year 7 mathematics classroom community of practice. Student descriptions are analyzed in terms of student participation in the literacy practices of their mathematics classroom and in terms of the sense of agency that participation in these practices afforded different students. Connections are drawn between the development of student agency in the mathematics classroom and teaching for social justice.
Published: 2009
Updated: Jul. 08, 2009
437
Carl Bereiter asked what it means to be an educated person in the 21st century and what contribution a liberal education can make in addressing this question. This paper is essentially constructed around Bereiter's question. It draws on some of the classic literature in the field as well as more recent scholarship that raises issues concerning the historical idea of a liberal education and points to new directions for the future.
Published: 2009
Updated: Jul. 06, 2009
438
This review illuminates key differences between the diversity model and emancipatory model in education. It discusses a range of conceptual, theoretical, empirical, historical, pedagogical, and legal scholarship. The body of work examined includes five categories of representative scholarship. This review concludes with a discussion of an emancipatory model of education that educators can build on as part of a paradigm shift grounded in the Black Studies intellectual tradition.
Published: 2009
Updated: Jul. 02, 2009
439
Little research has investigated teacher beliefs over the career span. Through an online survey instrument, 110 teachers choose which teaching metaphors most closely match their own under three conditions: upon first entering the profession, at present, and ideally.
Published: 2009
Updated: Jun. 10, 2009
440
The claim is made in this article that the discourse of education offers a challenge to evidence-based practices because this latter approach is embedded in the discourse of management. This article shall draw mostly upon Dewey and is structured into three sections.
Published: 2009
Updated: Jun. 03, 2009