A Companion to Research in Teacher Education
49.4 Empirical Contexts and Cases Two empirical cases will be presented here as a basis for further elaboration of how the descr ...
design and learning design than in educational activities where teachers and stu- dents tend to collaborate more closely. On the ...
Two aspects are emphasized by these students: the physicality or practicality of the case and the openness for interpretation. T ...
in cooperation with the supervisors. First they mapped and systematized the whole material and then they formed new groups to ch ...
49.7 Designs for Co-configuration Surveys of research as well as trends in teacher education point to the need to examine emergi ...
A persistent issue in research on HE is probing“how we know what we know” (Silverman 1987 ). The present chapter has tried to ex ...
analyzing how transformation of practices can be linked to the interplay between these two dimensions. This does not in any way ...
Author Biographies Jon Magne Vestøl is a Professor at the Department of Teacher Education and School Research, University of Osl ...
Chapter 50 Theorising Teacher Practice with Technology: Implications for Teacher Education Research Julianne Lynch This chapter ...
vised and often playful negotiation and remix of materials and techniques—and asks: what are the implications for how we researc ...
Three features of this statement are typical of national school education ICT policies. First, there is an assumption that the t ...
that are distinct in the assumptions they make about the nature of reality, and in their purpose and the type of value they seek ...
resources that might be assembled to constitute a best practice, and that might be supported in equally linear ways via the prod ...
50.4 Alternate Understandings of Teacher Technology Practice Education researchers working with practice theory draw on theoreti ...
in de Certeau’s 1974 (trans) bookCulture in the Plural). This framing of usage provides us with an understanding of everyday pra ...
conceptualisation of teachers’everyday professional practice, where microinnova- tion is a defining characteristic. Focusing on ...
approaches produce familiar criticisms and discursive positionings of teacher educators as both unprepared and unwilling to chan ...
that new technologies are not substantively different to not-so-new technologies. Teaching has always been a mediated practice t ...
research data without explicit examination of what the referent might be and where the problematics might lay, then research ris ...
Handsfield, L. J., Crumpler, T. P., & Dean, T. R. (2010). Tactical negotiations and creative adaptations: The discursive pro ...
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