7 V. Aldrin – Didactic Reasoning in Academic Teacher Development improvement of teaching to meet the different students through disparate and alternating societal contexts. The teachers are, in DR, understood as prac-titioners and it is in each teacher’s practices that nourishment for DR is re-trieved.

promote ecological poethics relevant for practice, research and education. Architecture), I am not certain I can return to teaching about these The digital and bodily cartography looked to organising cartographic modes of inquiry is most offen utilized in design contexts reframing existing situations

pedagogical reasoning and action (Shulman, 1987). By engaging in pedagogical reasoning and action, teachers can shift from initial understandings of content to developing pedagogical content knowledge. Teacher educators and professional development providers may recognize that practice-based collaborative inquiry Teachers’ pedagogical reasoning and reframing of practice in digital contexts. The international journal of information and learning technology, 35 (2), 130-142. 10.1108/IJILT-09-2017-0084 [More information] HOW TEACHERS REFLECT ON THEIR PEDAGOGY: LEARNING FROM TEACHERS’ PEDAGOGICAL VOCABULARY Lea Lund Centre for Teaching Development and Digital Media, Aarhus University, Denmark Abstract: This paper considers the importance of teachers’ beliefs and pedagogical awareness in relation to their teaching practices. ing their practice. Pedagogical Reasoning Shulman (1987) conceptualized the process of assimilating knowl-edge to enact practice as pedagogical reasoning.

Shulman suggests in his footnotes that pedagogical reasoning isn’t totally in the teacher’s domain as in some contexts it can be student initiated plus it doesn’t necessarily include all processes in the prescribed order but it always begins with comprehension. service teachers) future contexts, knowledge of their students’ future students (that is greater opportunities are provided for reframing of situations and of confronting one’s assumptions about practice. 2.9.2 The notion of pedagogical reasoning and action Changing relationships between children’s moral reasoning for inclusion and epistemic beliefs in early years primary classrooms; Digital Play - using pedagogical approaches to teach 21st century skills through play; Learning about Social and Moral Values for Active Citizenship: Educational Policy and Practice in Early Education; Additional 2018-12-28 ConclusionDeveloping Technological Pedagogical Content Knowledge (TPCK) requires teachers to engage with technology, pedagogy and content in contexts that honor the rich connections between them. The learning technology by design approach described above is one approach that explicitly foregrounds these inter-relationships. The ACRL Framework for Information Literacy for Higher Education (Association for College & Research Libraries) invites librarians to think in new and creative ways about how we support teaching and learning within and beyond the classroom. The Framework’s holistic approach to learning as at once cognitive, affective, and social, along with its focus on a set of interconnected conceptual 7 V. Aldrin – Didactic Reasoning in Academic Teacher Development improvement of teaching to meet the different students through disparate and alternating societal contexts. The teachers are, in DR, understood as prac-titioners and it is in each teacher’s practices that nourishment for DR is re-trieved.

7 V. Aldrin – Didactic Reasoning in Academic Teacher Development improvement of teaching to meet the different students through disparate and alternating societal contexts.

av AD Olofsson · Citerat av 79 — While this creative tension could take teaching and learning to new heights, it could also challenge existing educational practices in positive and less positive of digital technologies and how they are used in educational contexts. discuss the possibility of reframing the question of digital technology.

Teachers’ pedagogical reasoning and reframing of practice in digital contexts. The international journal of information and learning technology, 35 (2), 130-142. 10.1108/IJILT-09-2017-0084 [Mer information] Teachers’ pedagogical reasoning and reframing of practice in digital contexts. The international journal of information and learning technology, 35 (2), 130-142.

Mar 5, 2018 The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts. Originality/value. Rich data from multiple design

Göran Folkestad's article ”Soundscaping the world with digital tools: The future and reasoning behind the practice, the study contributes to the The aim of Sven Bjerstedt's article “A new educational situation In the school context, music teachers as well as researchers started to experiment by. av Y Knospe · 2017 · Citerat av 12 — Digital version accessible via http://umu.diva-portal.org/. Umeå, Sweden Metacognition in foreign language teaching — interventional approaches behaviour.

term pedagogical reasoning is used to describe the integrated processes in which teachers apply and reflect on different aspects of their professional knowledge and practice. Teachers’ pedagogical reasoning in digital contexts thus involves manifesting and reflecting on different aspects of their existing knowledge in practice. Teachers’ pedagogical reasoning and reframing of practice in digital contexts. The international journal of information and learning technology, 35 (2), 130-142. 10.1108/IJILT-09-2017-0084 [Mer information] Teachers’ pedagogical reasoning and reframing of practice in digital contexts.
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av A Lantz-Andersson · 2009 · Citerat av 60 — Framing in educational practices – Learning activity, digital technology and the logic in the context of educational software in mathematics classrooms raises various questions. reasoning and learning, the question that should concern educators is not how powerful or However, before long a reframing takes place and av AD Olofsson · Citerat av 79 — While this creative tension could take teaching and learning to new heights, it could also challenge existing educational practices in positive and less positive of digital technologies and how they are used in educational contexts. discuss the possibility of reframing the question of digital technology. Professor in medical educational simulation at Karolinska Institutet 2007-2011.

Introduction Thirty years ago, the academy casually functioned via the myth that college and university faculty only needed expertise in their disciplines in order to be good teachers.
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Literacies programs: Debates and demands in cultural context. Prospect the teaching practices more inclusive (Rose 2010) and thereby enabling greater participation of the Academic Dishonesty, Plagiarism Included, in the Digital Age: a Reframing Retention Strategy for Institutional Improvement: New Directions for.

Linda Kjaer Minke (DK): Teaching law school students and incarcerated Furthermore, police practices, including joint use of criminal and immigration law, coined But how is such confidence created in a context where citizens' past how do we deal with them?