tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Reconciling broad educational goals of job-readiness with specific work task-related qualifications or competences poses challenges for vocational teachers. To assist efforts to address these challenges, this article explores knowledge practices of project-based vocational instruction in Swedish upper secondary vocational education and training, particularly how the teacher´s intentionality (expressed through choice of a target) responds to needs to develop integrative knowledge. Two specific research questions are addressed, using a conceptual framework incorporating Didaktik and Legitimation Code Theory. First, how do vocational teachers in this setting repurpose vocational knowledge during project work? Second, what educational goals do they target during project work? Secondary analysis of participant observation data indicates that fragmentation of occupation-specific knowledge into disparate work processes and work… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this paper, I will discuss possible sources for Priestley’s norm of correctness in his grammar book, The Rudiments of English Grammar, from a socio-historical perspective. I will show that Priestley’s norms of correctness were informed by the usage of the well-educated middle class, the language of science, Robert Lowth’s grammar and the discourse community of eighteenth-century grammarians, and a contemporary canon of good and bad usage. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Many teacher education institutes (TEI) are expected to provide preservice teachers (PTs) with the necessary knowledge, skills, and attitudes to teach with information and communication technology (ICT). To address this challenge, many TEIs have included introductory ICT courses in their curriculum to develop technological knowledge and skills. Although several existing studies have focused on detecting whether a course or a short-term training program can make an improvement on PTs’ TPACK, none of the existing studies have attempted to investigate in a longitudinal process whether PTs’ perceived development of TPACK skills follow an increasing linear pattern through years as planned in four-year-long teacher education programs, especially in ELT. This study therefore intends to address this gap in the literature.… Continue Reading →
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