tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT At present, there are relatively few international studies that reflect research in religious didactics from a metatheoretical perspective. Against this background, the fundamental question of this contribution is whether there are research designs that are typical for research in religious didactics (1.). For this purpose, research was conducted for a later Delphi study; its development (2.), results (3.), and open questions (4.) are presented below. The study does not only produce certain findings and problem indications with regard to research designs of religious didactics, but perhaps even in a general model for religious-didactic research. We regard the current status of this project as an interim result, which shall be examined in a subsequent round, taking into account the… Continue Reading →
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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 Movement integration (MI) has become a significant part of contemporary educational policy; it implies that teachers of any school subject are responsible for organizing movement activities that are of educative value. In this paper, we use Wolfgang Klafki’s Bildung theoretical analysis to examine contemporary approaches to MI and clarify dominant theoretical and didactic ways of working with MI. We aim to suggest a new understanding of MI by applying Klafki’s conception of categorial Bildung. We argue that it enables educators to emphasize the educative and existential potential of the embodied, social and emotional involvement with the academic content. Our analyses illustrates the thorough didactic consideration needed to transform an educational policy into real-world education. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper explores the role of exemplarity in education through a conceptualisation of two different dimensions of exemplarity in educational practice. (1) Pedagogical exemplarity, which relates to the pedagogical and ethical dimension of educational practice. In other words, this dimension explores the educational moments when someone takes up an exemplary function in educational practice. (2) Didactical exemplarity, which relates to the exemplary function of subject matter or educational content. In other words, this dimension explores the educational moments when something takes up an exemplary function in educational practice. Through an initial conceptual exploration of these two dimensions, via the works of Linda Zagzebski and Martin Wagenschein, the paper sets out to lay the foundation for a deeper understanding… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article investigates the empirical ground for transfer thinking about the practical aesthetic school subjects (PAS). We investigate the conceptual framework and methodological possibilities and constraints concerning transfer from the PAS to other domains, and analyse the transfer arguments in arts and crafts and physical education (PE) within the context of the Nordic countries specifically. We find that there is not much research about how educational objectives, content, and teaching and working methods, assessment forms, learning processes and learning outcomes are linked together. Accordingly, the transfer from one school subject to other subjects or domains is challenging to justify. We outline an alternative perspective on transfer in PAS in general, and in arts and crafts and PE specifically… 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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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article focuses on the emerging complexity that schools and teachers are currently addressing – a complexity that comprises one of the key characteristics of society today. The article explores how teachers in primary school experience the opportunities and challenges posed by the use of tablets in terms of implementation, learning activities and classroom management. In group interviews teachers at two Norwegian primary schools thematise these issues. We argue that there is a need to elucidate the subjective interpretations of technology if we are to understand how teachers integrate tablets in teaching. The article highlights how and why we have to develop a wider understanding of the new complexity, which can make situations in the classroom unpredictable and… Continue Reading →
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