Section archive - Theories & Approaches
Page 52/52 519 items
Discussion of educational ideologies offers insights into the debates, historical contexts, and policy and reform agendas that shape the politics of authority while neglecting empirical realities. Qualitative studies present empirical data and analyses on the challenges intrinsic to classroom relations, but, exceptions aside, they often lack explicit attention to authority. More research focused on classroom authority as a social construction is needed to address critical educational concerns for contemporary practitioners, policy makers, and researchers.
Updated: Jan. 15, 2008
The article explores the use of utopian beliefs of hope and imagination in teacher education. The author describes how teachers can 'reimagine' and 'remake' progressive learning environments in order to foster humanity, collective action, sustainability, community and equity, which constitute 'robust hope.'
Updated: Jan. 10, 2008
From Transmission to Dialogue: Promoting Critical Engagement in Higher Education Teaching and Learning
This article reports on a self-study that focuses on encouraging a group of undergraduate students to be active learners by promoting their critical engagement with what they are learning. The descriptions and explanations in the self-study give account of the contradictions and challenges encountered in my attempts to reconcile between students' perceptions of my 'authority' as the lecturer.
Updated: Jan. 07, 2008
The Soul of Teaching and Professional Learning: An Appreciative Inquiry into the Enneagram of Reflective Practice
This paper makes a contribution to the theory and practice of educational action research by introducing two theoretical and methodological resources as part of a personal review of sustained professional experience: 'appreciative inquiry' and the 'enneagram'. It is more than a theoretical exercise, however, because it also constitutes an action-oriented reflection on the transitional nature of the author's professional situation, moving from work as a school-based primary school teacher and head teacher to work as a consultant.
Updated: Jan. 07, 2008
In this article an educational action research study, based on a phenomenographic approach, is reported in which unexpected results have been possible to gather thanks to the inductive design of the study. The aim is to describe the ways in which contrasts of critical aspects of a learning object affect the students' generative learning found by analysing three learning studies based on the theory of variation.
Updated: Jan. 06, 2008
Civic professionalism: teacher education and professional ideals and values in a commercialised education world
The article discusses the threats posed by commercialization of state schools to the nature of public education. The author suggests that business ideologies have permeated the educational system and have eroded the influence and power of education professionals. Specifically, schools and school children have been the target of business propaganda and have pushed to shift the nature of public education and undermine its purpose.
Updated: Dec. 18, 2007
The article discusses pedagogical theories and their basis in psychological research. The author reviews the influence of Internet on disseminating pedagogically relevant research and globalising pedagogical terms and issues, such as metacognition, multiple forms of intelligence, thinking and learning styles, brain functioning, emotional intelligence and neurolinguistic programming. The author also examines the viability of developing pedagogy from superficial reading of psychological ideas and suggests that pedagogical research is becoming increasingly self referential. The study is conducted in England, where educational and governmental documents were examined.
Updated: Dec. 18, 2007
This article calls for strengthening self study research and creating a closer connection between self studies research of teacher educators and substantive teacher education research issues. The writer encourages the incorporation of teacher educators into the mainstream of teacher education research, so as to incorporate their voices into the syntheses of research on issues in teacher education. The author also encourages researchers to work both gaining a greater theoretical understanding and the improvement of teacher education practice.
Updated: Dec. 11, 2007
This study investigated the question, how do pre service teachers approach their learning in a unified teacher education program?Through extensive interviews with 14 participants over the course of two semesters, the researchers gained insight into the pre service teachers' learning process and related epistemological beliefs. By understanding these beliefs, teacher educators may be able to improve instruction and learning in teacher education.
Updated: Dec. 09, 2007