tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This conceptual paper contributes to a broader perspective on doctoral experience via a synthesis of several crucial concepts during the doctoral journey. The first part discusses the core challenges customarily confronting doctoral scholars due to the distinct PhD genre leading to introducing the main conceptual base. Metacognition, being central to doctoral knowledge creation, is explored through the stages of competence development and against the competing notions often faced by PhD scholars: the Imposter Syndrome and the Dunning-Kruger Effect. Drawing upon these metacognitive concepts, the implications of crossing competence stages during lengthy, non-linear doctoral trajectories in a high-performance academic culture are further explored. While recognising associated challenges, this paper also highlights a range of available tools, resources, and skillsets… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Educational researchers have concluded that there are threshold concepts in a large number of disciplines. Yet, these researchers have not paid enough attention to the objection to the theory. It is beset with severe definitional and empirical problems. I will portray definitions of ‘threshold concepts’ provided by Land and Meyer, the founding fathers of the threshold concept theory. I argue, in the first place, that the definitions fail and, in the second place, that even if the definitional problems were solved and we were able to identify some threshold concepts, their scientific importance would be limited if not nil. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The use of threshold concepts to define key points of curricula is a relatively recent development in educational research. Threshold concepts represent crucial stages of learning, the acquisition of which enables learners to progress from one level of achievement to another. In this context, the learner is described as passing through an unsettling liminal space in which they may encounter troublesome knowledge and experience uncertainty or anxiety. When applied to online pedagogy in higher education contexts, academic staff become the learners as they extend their on-campus teaching knowledge into the online realm. In this setting, the identification of threshold concepts has the potential to inform the content of professional development (PD) programmes for novice online teachers. Because little… Continue Reading →
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