tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This dialogue (trilogue) is an attempt to critically discuss the technoscientific convergence that is taking place with biodigital technologies in the postdigital condition. In this discussion, Sarah Hayes, Petar Jandrić and Michael A. Peters examine the nature of the convergences, their applications for bioeconomic sustainability and associated ecopedagogies. The dialogue paper raises issues of definition and places the technological convergence (‘nano-bio-info-cogno’) – of new systems biology and digital technologies at the nano level – in an evolutionary context to speculate, on the basis of the latest research, future possibilities. The paper also reviews these developments within familiar landscapes of posthumanism and postmodernism, raises the question of political bioeconomy and the role of postdigital education within it. Link til… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In the West, women have practiced law and advocated greater gender diversity in the legal profession for more than a century. In Qatar, concepts such as “equality of opportunity” and “diversity or inclusion in the profession” are virtually unexplored by research and only beginning to appear in casual conversations. While the number of women studying law in Qatar has significantly increased, the number of women practicing law as prosecutors, judges and lawyers has not directly correlated. This article will use Qatar as a case study to analyze how culture and modern development affect the feminization of Qatar’s bar and bench. Link til kilde
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eric.ed.gov har udgivet: Ideals play a key role in a student teachers’ identity work. They form targets to strive for and a mirror for reflection. In this paper, we examine Finnish mathematics student teachers’ metaphors for the teacher’s role (N=188). We classified the metaphors according to a model that identified teachers as subject matter experts, didactical experts, and pedagogical experts, with the addition of another two categories, self-referential and contextual. For the exploration of emerging professional identities, we studied the self-referential metaphors, which formed the most common category in the data. We observed that every third metaphor described either student teachers’ personalities or their incompleteness as teachers, or new beginnings or eras. Although these aspects were expected, they also inform us as teacher educators of the values and ideals that… Continue Reading →
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