tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: An analysis of the forms of teacher-student dialogue that are most productive for learning Link til kilde
eric.ed.gov har udgivet: The purpose of this paper is to argue for the ongoing use of dialogue as a modern pedagogical and andragogical method. The author reviewed 18 scholarly sources from three education databases in this literature review. The use of dialogue as mode of instruction dates from the Socratic Method of 399 B.C.E. to present uses. The literature reveals current studies of successful use in math, ESL, business, law, and teacher preparation instruction. Also, the dialogue as avenue into reflective self-learning appears prominently in modern practice. Multimedia, computer, and online dialogue methods also show good results in several well designed models. The author concludes that dialogue in different forms remains an effective method of instruction in wide applications. The research revealed several improvements and new applications for dialogue as… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Research is needed to explain in more depth what happens and why in teacher-researcher collaboration. Previous research on collaboration points out issues such as asymmetric power relations and cultural differences between professions that can potentially cause problems. This paper examines a Swedish action research project in which teachers and researchers worked together to write a textbook for pre-service teacher education. To study the collaboration, theory on recognition was used to interpret how teachers and, to some extent, researchers understand and value themselves and each other’s participation and contribution. Data was collected from a two-day dialogue meeting in the middle of the process where teachers and researchers met to discuss their on-going writing. The result shows that, through well-structured… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Post-Intentional Phenomenology as Ethical and Transformative Inquiry and Practice: Through Intercultural Phenomenological Dialogue Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term outcome. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipalities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article builds upon the international dialogue around ‘curriculum crisis’ initiated by Michael Young in Journal of Curriculum Studies (JCS) in 2013 and followed up in JCS in 2015. It seeks to expand the dialogue in three avenues. First, when considered from a sociological perspective, Young is correct to declare ‘curriculum crisis’; however, his position is limited only to the conflict theory. Second, from educational perspectives, the curriculum crisis as such is self-inflicted and it has been more of a battle among different curriculum ideologies in the Anglo-Saxon world and resistance to Bildung-centred Didaktik tradition in the Western world more broadly. Third, it points to the fourth industrial revolution as an inevitable phase. It concludes that ‘curriculum crisis’… Continue Reading
eric.ed.gov har udgivet: Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Looking towards the future: openness, dialogue and connection / Mirando al futuro: apertura, diálogo y conexión Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Focus of this article is immigrant youth and Norwegians-born to immigrant parents in upper secondary school in Norway. The study was conducted in a first year of a general study class in upper secondary school, where 11 of 24 students were immigrants. Previous research on immigrants in school tends to show a picture of a marginalized group in Norwegian schools which is characterized by egalitarianism. The research question of the article is: What can we learn from students’ experiences with an inclusive class environment based on a case study? What contributes to their experience of a good class environment? Through observation of the class and interviews with students, we find that diversity is accepted. Pupils show mutual respect… Continue Reading
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