tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this article we analyze preschool teacher students’ conversations during the planning of a teaching project concerned with sustainable development. Previous research shows that teaching situations often involve strategies of achieving behavioral change; i.e. teaching “the right way” to handle garbage, and less activities allowing children to value and critically discuss sustainability issues. We take a pragmatic theoretical perspective to identify discourses on didactic choices created by teacher students during seminars. Texts in the form of transcripts of audio recordings from three seminars were analyzed, with the purpose of determining what didactical dilemmas were created in the students’ discussions and in their reasoning about how to solve them. The results show a didactic dilemma common among the five… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim of this research is to highlight didactical voices on inclusive ideals and special educational tools noted in the written reflections of 178 preschool teachers in 10 Swedish municipalities. The research questions are as follows: How do preschool teachers signify inclusive ideals in written reflections of teaching in language and communication in preschools? Which special educational tools emerge in the written reflections about teaching in language and communication in preschool, and how are these tools said to be used? The material was analysed with multi-voiced didactic modelling and didactical tact as a theoretical base. The results show that there are didactical voices on inclusion in the analysed material. The core foundation of the teaching appears to be… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study provides new insights into Swedish teachers’ didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers’ pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers’ teaching. The findings show two distinct forms of teachers’ classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which… Continue Reading →
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