Search results for: Epistemology
Page 2/4 40 items
This article draws together two strands of recent work in the philosophy of education. One elaborates the implications of a semiotic theory of learning. The other draws upon economic thinking, and has a particular focus on the parameters of human decision-making over time. The article draws on a framework grounded in the commonalities that underpin this convergence, bringing together strands from a number of areas of academic inquiry. The authors argue that curricular practices are for the long term, and have an importance at least equal to, and usually greater than, the environmental priority of the moment.
Updated: Dec. 09, 2014
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education
In this article, the authors conducted an integrative literature review focusing on the methods of argument analysis and assessment that have been proposed thus far in the field of education. Specifically, they constructed an interpretative framework to organize the information contained in 97 reviewed studies in a coherent and meaningful way. The main result of the framework’s application is the emergence of three levels of argumentative competence: metacognitive, metastrategic, and epistemological competence.
Updated: May. 26, 2014
This article examines the Deleuzian concept of ‘assemblage’ in educational research in the context of Teacher Education (TE) for the ‘continuing education’ or ‘Lifelong Learning’ sector. The author argues that the concept of assemblage recognises developmental practices in distinctive ways and that it challenges the centripetal views implied by other models’ elision of more specific types of convergence, each of which is analysed. Drawing on Deleuze’s creative approach to analysis, the article draws a portrait of practice which identifies problems and successes in specific cases of TE with wider applicability.
Updated: Feb. 17, 2014
This qualitative study examines seven pre-service teachers’ epistemological beliefs, their beliefs about learning and teaching, and their perceptions about the use of ICT. Seven pre-service teachers attending a one-year Postgraduate Diploma for Education program at the National Institute of Education in Singapore were randomly selected to participate in this study. The findings suggest that pre-service teachers’ beliefs about learning seem to align with their epistemological beliefs, while their beliefs about teaching are inconsistent with their epistemological beliefs. On the other hand, the pre-service teachers in this study would use ICT in ways that are more aligned with their beliefs in teaching rather than their beliefs in learning.
Updated: Feb. 05, 2014
Every effort of synthesizing research is inevitably premised on certain epistemological assumptions. The literature on research synthesis methods is dominated by publications premised on positivist assumptions. Contesting the hegemony of positivist research syntheses, this article makes a case for research syntheses that are informed by diverse epistemological orientations. The article illuminates how research syntheses with distinct epistemological orientations can serve complementary, equally worthwhile, purposes.
Updated: Jan. 20, 2014
This article describes an urban teacher residency program. The program is the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a “third space” in teacher education. The authors detail the ways in which they conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space.
Updated: Dec. 17, 2013
This paper describes a graduate literacy teacher education course that compelled students to think in terms of design and multimodality. The authors saw this qualitative case study as a way to understand the interrelationships of learning processes, principles of design and multimodal texts, and how these might inform pedagogy. Building on years of work in the areas of multimodality and multiliteracies, the authors observed how eight teachers with varying degrees of comfort with multimodality moved into a design-oriented approach to literacy education.
Updated: Dec. 16, 2013
The current self-study explores the role of collaboration in the development of the authors, three new faculty members, as teacher educator-researchers. the authors consider the role that protocol-structured examination of artifacts of practice has played in their own professional learning as beginning teacher educator-researchers, as well as what it might offer to others engaging in self-study. The findings reveal protocol-structured dialogue about artifacts of classroom practice. In addition, the findings also show that the dialogue is formally facilitated, informed by text and common understanding, non-hierarchical, and task-specific.
Updated: Dec. 16, 2013
This article describes the accounts of school students regarding the difference between traditional and competence-based models. The data demonstrate the tensions caused by pupils’ perceptions of the demands of summative assessment systems, which reflect a very different epistemology from experiential/competence models. The authors conclude that greater pedagogical literacy, attention to professional development, assessment reform and engaging students as partners in curriculum reform are needed.
Updated: Sep. 15, 2013
Is Action Research a Contradiction in Terms? Do Communities of Practice Mean the End of Educational Research as We Know It? Some Remarks Based on One Recent Example of Religious Education Research
The author considers the claim that the nature and merits of both action research and communities of practice are contested. The author describes three strands of argument. Firstly, action research is not necessarily a contradiction in terms. Secondly, communities of practice are not necessarily the end of educational research as a discipline in its own right. Thirdly, however, Hammersley’s critique raises important issues about professional knowledge development, inviting interaction between propositional and workplace knowledge.
Updated: Jul. 17, 2013