Search results for: Epistemology
Page 4/4 40 items
The dialogue re-presented in this article is intended to foster mutual engagement—and opportunity for learning—across different perspectives on research within the education research community. Opening and closing comments set the dialogue in historical context, highlight issues raised, and suggest next steps for collaborative learning from the diversity of perspectives in our field.
Updated: Jan. 31, 2010
The article presents a case study of a 2nd-year teacher who was in a graduate-level Multicultural Curriculum Design course, which was designed to develop the complexity with which teachers understand and plan curriculum. Data included (1) several student papers, (2) a reflective journal, (3) classroom observation of the teacher, and (4) an interview . The case study reinforced the importance of creating contexts in which teachers can examine their own backgrounds and beliefs, interact with one another, and interact with ideas that stretch them intellectually.
Updated: Nov. 18, 2009
Forms of Mathematical Interaction in Different Social Settings: Examples from Students’, Teachers’ and Teacher–Students’ Communication about Mathematics
This study investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional discourse while observing and analyzing young students mathematical interaction followed by teacher’s intervention. The epistemological analysis of mathematical sign-systems in communication and interaction in these three settings which described in this article gives evidence of different types of mathematical talk.
Updated: Jun. 11, 2009
The authors argue that effective inclusionary practices and therefore overall effective teaching, depend in part on the beliefs of teachers about the nature of disability and about their roles and responsibilities in working with students with special education needs. The authors provide evidence to suggest that teachers' beliefs about disability and about their responsibilities for their students with disabilities and special educational needs may be part of a broader set of epistemological beliefs
Updated: May. 27, 2009
The paper takes the history of teacher research in one large urban school district over a period of 20 years as a telling case of the intensely local character of this work. The authors begin with an overview of the variations and different conceptions of teacher research in the USA. They argue that teacher research is continually being invented and reinvented by participants in the movement and is strongly informed by local conditions, agendas and epistemologies.
Updated: May. 14, 2009
A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education program. The study explored the student-teachers' epistemological beliefs and conceptions of teaching.
Updated: Mar. 30, 2009
Student engagement has been identified as an important precursor to student learning. Engagement, especially in the middle years, is now at the centre of mainstream education discussion and debate. Three contesting epistemological constructions of student engagement are identified.
Updated: Jan. 26, 2009
The article examines some of the philosophical underpinnings of knowledge-producing schools (KPS). They address a lack of attention to embodiment and the emotions that KPS epistemology would seem to require. This article is devoted to addressing this omission, which the authors frequently find in other approaches to literacy studies as well. The authors call on the philosophy of Deweyan pragmatism to provide a friendly critique and reconstruction of KPS epistemology.
Updated: Dec. 17, 2008
The study explores the personal epistemologies and teaching goals of preservice science teachers. The teachers answered a series of essay questions, at the beginning of a science methods instruction course. The essays were then compared with lesson plans, video sessions and reflections to identify connections between the teachers' beliefs and practice of teaching. Data suggest a connection between teaching goals to personal epistemologies. Emerging teaching practices demonstrated sghifts in personal epistemologies and potential for further development in teaching practices.
Updated: Apr. 08, 2008
This article provides an overview of the gradual development, in the span of two decades (1985-2005), of a theorisation which has come to be known as the Anthropological Theory of the Didactic (ATD). It stresses important stages in the dismissing – based on both fact and theory – of some widespread views of teaching and learning, and the establishing of new attitudes towards ‘the didactic’, seen as an anthropological dimension of social life.
Updated: Feb. 03, 2008