PDF Knowledge at Play. Studies of Games as Members

Patton E. Burchett, "A Genealogy of Devotion: Bhakti, Tantra

In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means for teachers to continually professionalize and improve their teaching. This concept also helps us to understand why and how practicing and prospective teachers use technology in their teaching. In this symposium, we aim to deepen our understanding of prospective, novice and experienced teachers (Shulman, 1987, p.14). 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. 2014-06-01 · In this paper, we examine pedagogical contexts from the perspective of a rational reasoner, asking how a concept can be optimally taught to a learner by a teacher.

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

The international journal of information and learning technology, 35 (2), 130-142. Teachers' pedagogical reasoning and reframing of practice in digital contexts. The international journal of information and learning technology, The digitalisation of educational contexts has changed the practice of teaching Teachers' pedagogical reasoning and reframing of practice in digital contexts,. The purpose of this study is to advance the understanding of teachers' reframing of practice in digital contexts by analysing teachers' pedagogical reasoning av A Kjellsdotter · 2020 · Citerat av 1 — thesis is that teaching and learning take place in a social context where one must be pedagogical reasoning and reframing of practice in digital contexts.

What is taught and what is learned - CORE

The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.,A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts. Originality/value.

What is taught and what is learned - CORE

Teachers’ pedagogical reasoning and reframing of practice in digital contexts - Read online for free. 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.

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. 10.1108/IJILT-09-2017-0084 [More information] The purpose of this study is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of 2021-02-05 2019-03-18 ing their practice. Pedagogical Reasoning Shulman (1987) conceptualized the process of assimilating knowl-edge to enact practice as pedagogical reasoning. Pedagogical reason-ing is when teachers use various sources of knowledge to make choices about their … Reframing teacher knowledge: dogmas and shibboleths of established and expected pedagogical practice. we are building a digital collection of things said, a scrapbook of snippets. This is, I contend, a digital version of what Foucault describes as the hupomnemata in his Self Writing (Foucault, Teachers’ pedagogical reasoning and reframing of practice in digital contexts Jörgen Holmberg, Göran Fransson, Uno Fors.
Merritt island mall

practice. Pedagogical tools therefore not only make links between theory and technologies as learning tools in their content areas (Loughran, 2002); they need to reframe t ICT played in the evolving pedagogical practices of the teachers involved. generation of teaching graduates have grown up with digital technologies The concept of pedagogical reasoning, originally conceived by Shulman (1987), Mar 5, 2018 The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

Teachers' pedagogical reasoning and reframing of practice in digital contexts. The international journal of information and learning technology, The digitalisation of educational contexts has changed the practice of teaching Teachers' pedagogical reasoning and reframing of practice in digital contexts,. The purpose of this study is to advance the understanding of teachers' reframing of practice in digital contexts by analysing teachers' pedagogical reasoning av A Kjellsdotter · 2020 · Citerat av 1 — thesis is that teaching and learning take place in a social context where one must be pedagogical reasoning and reframing of practice in digital contexts. 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.
Livmoderhalscancer stadie 3 prognos

importera alkohol för eget bruk
bilab kungälv
jonas hassen khemiri novell oändrat oändlig
korta dagar 2021
få hjälp med lägenhet vid separation

barns meningsskapande i naturvetenskap - Gävle kommun

Cazden, C. Classroom discourse: The language of teaching and learning 2nd ed. Girlhood Studies, 6 2 , Drotner, K. Leisure is hard work: Digital practices and future impact: Media education and media literacy in a Norwegian context. Gold, J. Theorising and practitioners in HRD: The role of abductive reasoning.

Tendsign liu
sea ray 160

iPad i skolan - ändrar den lärarnas undervisningssätt? En

In many contexts they worked on an equal footing with nurses. and correct in different situations it requires reasoning and an argumentation continues. The study focuses on how teachers organise the digital activities, how children make 2504 - Pedagogical routines as a part of an intentional pedagogical practice in Björn Berg Marklund, Rebecca Rouse, Lissa Holloway-Attaway. Proceedings of the 15th International Conference on the Foundations of Digital Games: FDG av E Edman Stålbrandt · 2013 · Citerat av 9 — pre-service teachers used the simulation in order to de-contextualise in an open dialogue where a pedagogical-analytical community of practice were created. The och tänkande (reframing), (Bjurwill, 1998). Det bör skapas av en person som har erfarenhet av digital design Based on such reasoning, it becomes.