Reformed

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tandfonline.com – Pedagogy and interdisciplinarity: Research on the reformed kindergarten teacher education (KTE) in Norway

Posted on by Troels Gannerup Christensen - Læst 4 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this paper, the objective is to explore the area of pedagogy in the reform of kindergarten teacher education (KTE), which was implemented in 2013 in Norway. The data material is based on semi-structured interviews with 41 educators from six focus groups, and is analysed with a hermeneutical approach. The main findings is presented in three themes; i) complexity of leadership, ii) professional competition and iii) fragmentation of a subject. The principal conclusion highlights that pedagogy, as a subject, is weakened, unclear and less defined within interdisciplinary education. Implication for leadership in Higher Education Educations (HEI) indicates in general the need for a clarification of the content of the term “pedagogy” and particularly its role in the reformed… Continue Reading →

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Eric.ed.gov – TeachLivE™ Rehearsals: One HBCU’s Study on Prospective Teachers’ Reformed Instructional Practices and Their Mathematical Affect

Posted on by Troels Gannerup Christensen - Læst 7 gange

eric.ed.gov har udgivet: Scholars posit that descriptive education research that focuses on the instructional dynamic between teachers and students is perhaps one the most salient research topics that can improve learning and teaching. This case study seeks to describe prospective teachers’ mathematical affect as they engage in “rehearse teaching” in TeachLivE™, a mixed-reality simulated classroom. Utilizing Goldin et al.’s (2011) engagement structures as evidence of mathematical affect, findings reveal that simulated rehearsals improve prospective teachers’ reformed-based teaching and that this improvement may be related to their improved ‘in-the-moment’ affective states. This study potentially connects prospective teachers’ beliefs and emotions as math learners with their behaviors and instructional praxes as novice math teachers. [For the complete proceedings, see ED583608.] Link til kilde