tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Social justice, education and peacebuilding: conflict transformation in Southern Thailand Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: The contribution of the scientific research for a less vulnerable and more resilient community: the Val d’Agri (Southern Italy) case Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Research linking teen motherhood to psychoneurodevelopmental causes and pathologies has proliferated in the past two decades. In Brazil, a psychodevelopmental project of teen motherhood has gained traction despite many experts’ long-standing commitment to psychodynamic psychiatry and social epidemiology, generating epistemic tension rather than substitution. Drawing on historical ethnography conducted in Southern Brazil, I explore how this project materialized through the co-production of epistemic struggles, remedial interventions, and ontological politics. In showing how this co-production became interwoven with incremental changes in young women’s emotions, sexualities, relationships, and bodies, I describe how one particular “kind” of teen motherhood emerged and became entangled with both psychiatric knowledge-production and the angst of working-class political agency. In giving women a contested psychiatric language… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The Netherlands are quite unique in that the Dutch have always learned various foreign languages. Until 1940, French was the most important foreign language. Between roughly 1870 and 1970, Dutch learners in grammar schools and higher secondary schools were even obliged to learn three foreign languages: French, German and English. Since 1970, however, English has become the first foreign language, and proficiency in French and German has declined. As for methodology, Dutch foreign language teaching/learning (FLT) has always taken a practical stand, in which the question ‘does it work?’ is paramount. This article provides an overview of the developments that have characterised Dutch FLT from approximately 1500 to the present day. Link til kilde
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