Reconceptualizing Study In Educational Discourse And Practice


Reconceptualizing Study In Educational Discourse And Practice
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Reconceptualizing Study In Educational Discourse And Practice


Reconceptualizing Study In Educational Discourse And Practice
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Author : Claudia W. Ruitenberg
language : en
Publisher: Routledge
Release Date : 2017-04-07

Reconceptualizing Study In Educational Discourse And Practice written by Claudia W. Ruitenberg and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-04-07 with Education categories.


Addressing studying as a distinct educational concept and phenomenon in its own right, the essays in this volume consider study and studying from a range of perspectives. Countering dominant educational discourses, which place a heavy emphasis on learning and instruction, the contributors explore questions such as: What does it mean to study something? How is studying something different from being taught about it, or learning something about it? What does the difficulty demanded by study mean for the one who studies and for the teacher? What mode of existence does study induce? The book highlights the significance of study not only, or even primarily, for its educational outcome, but as a human activity.



Journeys


Journeys
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Author : Veronica Pacini-Ketchabaw
language : en
Publisher: University of Toronto Press
Release Date : 2015-01-01

Journeys written by Veronica Pacini-Ketchabaw and has been published by University of Toronto Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-01-01 with Education categories.


Inspired by the idea of documentation as a valuable tool for making learning visible, pedagogical narration offers an opportunity to move beyond checklists and quick answers to a more complex understanding of how children learn, and how teachers might facilitate and support that learning in innovative ways. The authors use stories they collected during a collaborative study to offer a range of possibilities for alternative childhood pedagogies. Cutting edge, yet practical; detailed in its analysis, yet inspiring, this book is a boon to the field of early childhood and primary education studies.



Reconceptualizing Curriculum Development


Reconceptualizing Curriculum Development
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Author : James Henderson
language : en
Publisher: Routledge
Release Date : 2014-12-05

Reconceptualizing Curriculum Development written by James Henderson and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-12-05 with Education categories.


Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum—curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere—with John Dewey’s lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers’ personal journeys of understanding in a collegial study context. Applying William Pinar’s argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field’s current ‘post-reconceptualist’ moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development.



Reconceptualizing Teacher Education


Reconceptualizing Teacher Education
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Author : Anne M. Phelan
language : en
Publisher: University of Ottawa Press
Release Date : 2020-01-14

Reconceptualizing Teacher Education written by Anne M. Phelan and has been published by University of Ottawa Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-01-14 with Education categories.


In this collection, Canadian scholars articulate a response to their collective concerns about the impact of global policy on teacher education, provoking a far-reaching dialogue about teacher education in and for our times. The first two decades of the new millennium have witnessed unprecedented appraisal, analysis, and educational policy formulations related to teaching (K–12) across the Western world. In turn, teacher education has been greatly impacted, as governments around the world see the reform and management of teacher education as a key component in restructuring education toward greater economic competitiveness. The result has been an unwarranted and undesirable level of standardization. It is vital to the future of teacher education, and concomitantly public education, that we imagine alternatives to the homogenization of the educational experience that globalizing policies install. What is needed are vocabularies that enable educators and teacher educators to discern and articulate educational purposes beyond capital and which focus on the kinds of educational experiences that can help prepare the young to lead good and worthwhile lives. Using lessons learned from the Canadian context, the authors identify and investigate the importance of initial and continuing professional education that fosters teachers’ intellectual freedom and study; advances an informed and critical appreciation of civic particularity and historical circumstance; and cultivates ethical (i.e., pedagogical) engagement with ideas and histories—teachers’ own and their students—as crucial themes of teacher education globally. This book is published in English - Les chercheurs canadiens qui ont participé à cet ouvrage collectif proposent une réponse à leurs préoccupations collectives qui portent essentiellement sur l’impact de la politique globale sur la formation des enseignants, et ce, afin d’établir un dialogue franc et approfondi sur la formation des enseignants telle que pratiquée à notre époque. Durant les deux premières décennies du nouveau millénaire, le monde occidental a connu une augmentation sans précédent des analyses, des évaluations et des propositions les plus diverses portant sur la politique éducative (du jardin d'enfant à la fin du secondaire). En conséquence, la formation des enseignants a été très fortement impactée dans un contexte global où les gouvernements considèrent la réforme et la gestion de la formation des enseignants comme une composante clef de la restructuration de l’enseignement, et ce, afin que l’enseignement dispensé soit plus compétitif sur le plan économique. Force est de constater que cette approche s’est traduite par un niveau de standardisation indésirable et totalement injustifié. Pour garantir l’avenir de la formation des enseignants et donc de l’éducation publique, il est aujourd’hui fondamental d’imaginer des alternatives à l’homogénéisation de l’expérience éducative, qui résulte des politiques adoptées dans le cadre de la mondialisation. Dans cette perspective, il est nécessaire de fournir aux enseignants et aux éducateurs un vocabulaire et une terminologie spécifiques qui leur permettent de définir et d’articuler leurs objectifs éducatifs, au-delà de la notion réductrice de capital, tout en privilégiant les différents types d’expérience éducative qui préparent les jeunes à mener des vies satisfaisantes et utiles. En s’inspirant des enseignements tirés du contexte canadien, les auteurs de cet ouvrage ont identifié et évalué l’importance d’une éducation professionnelle initiale et qui continue de favorisé l’apprentissage et la liberté intellectuelle des enseignants ; promeut une appréciation critique et informée des spécificités civiques et des circonstances historiques ; et favorise un engagement éthique (et donc pédagogique) qui prend en compte les idées et les antécédents des enseignants et de leurs élèves et les considèrent comme des thèmes cruciaux de la formation globale des enseignants. Ce livre est publié en anglais.



Arts Education And Curriculum Studies


Arts Education And Curriculum Studies
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Author : Mindy R. Carter
language : en
Publisher: Routledge
Release Date : 2017-07-20

Arts Education And Curriculum Studies written by Mindy R. Carter and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-07-20 with Education categories.


Highlighting Rita L. Irwin’s significant work in the fields of curriculum studies and arts education, this collection honors her well-known contribution of a/r/tography to curriculum studies in the form of arts based educational research and, beyond this, her contributions towards understanding the inseparability of making, knowing, and being. Together the chapters document an important beginning, as well as an ongoing transitional time in which curriculum understood as aesthetic text is awakening to the ways in which art practices stimulate a social awareness at the level of other embodied practices. Organized in three themes, gathering, transforming, and becoming, this volume brings together a selection of Irwin’s single and co-authored essays to offer a variety of rich perspectives to scholars and students in the field of education who are interested in the ways in which arts-based research allows the possibilities of bringing together the artistic, pedagogical, and scholarly selves of an educator.



Educational Research Discourses Of Change And Changes Of Discourse


Educational Research Discourses Of Change And Changes Of Discourse
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Author : Paul Smeyers
language : en
Publisher: Springer
Release Date : 2018-05-30

Educational Research Discourses Of Change And Changes Of Discourse written by Paul Smeyers and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-05-30 with Education categories.


This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research. It examines a wide variety of issues such as girls’ education in France, educational neuroscience, the professionalization in Child Protection, and mathematics discourses. It pays attention to the pervasiveness of crisis rhetoric in American Education Research, to the current university climate, and to perspectives for teacher education. The volume presents in-depth studies that integrate the perspective of history and philosophy of education. Educational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectations justified? How have these discourses of change themselves changed over time? What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new? Does this teleological and hopeful discourse itself reflect a particular historical and national/cultural point of view? Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems? In doing so, it challenges prevailing ideas about the application of philosophy and history of education, and demonstrates the relevance of philosophical and historical approaches for the practice and theory of education and for educational research. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.



International Handbook Of Philosophy Of Education


International Handbook Of Philosophy Of Education
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Author : Paul Smeyers
language : en
Publisher: Springer
Release Date : 2018-06-09

International Handbook Of Philosophy Of Education written by Paul Smeyers and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-06-09 with Education categories.


This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg



Multilevel Pedagogical Leadership In Higher Education


Multilevel Pedagogical Leadership In Higher Education
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Author : Janne Elo
language : en
Publisher: Springer Nature
Release Date :

Multilevel Pedagogical Leadership In Higher Education written by Janne Elo and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on with categories.




Education In Flux


Education In Flux
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Author : Mathias Decuypere
language : en
Publisher: Routledge
Release Date : 2021-12-14

Education In Flux written by Mathias Decuypere and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-12-14 with Education categories.


This book aims to gain a better grasp of how education, both inside and outside school, is shaped by our understanding of time. Over the last decennia, both education and policymaking have undergone radical changes, transcending them far beyond the historical limits of the modern nation-state where their contemporary shape originated. The often-discussed shift from government to governance in education policy, together with the crystallization of newly emerging spaces of transnational education, are illustrative in this respect. The national grammar of schooling is set out to arrange time in class hours, schooldays and yearly cohorts. Its curricula establish what the past should teach to future generations. But when education shifts perspectives towards transnational, European or even global levels, this past increasingly seems to lose relevance when understood as continuity and as tradition. Instead, in education as in policymaking, the discontinuity expected to result from a future deemed open and undetermined becomes an endless resource for the development of new political and educational (re)forms. How are contemporary education and education policy creating and reacting to particular forms of presents, pasts or futures? How do specific forms of education (such as lifelong learning) relate to our shifting understandings of time? How are progress, acceleration and time related in educational reform processes? Through showing the contingency of time-making in educational practices, the contributions to this book seek to answer these questions and thus open avenues to think education and time anew. The chapters in this book were originally published as a special issue of the journal Educational Philosophy and Theory.



Reconceptualizing Teaching Practice


Reconceptualizing Teaching Practice
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Author : Mary Lynn Hamilton
language : en
Publisher: Routledge
Release Date : 2005-08-08

Reconceptualizing Teaching Practice written by Mary Lynn Hamilton and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-08-08 with Education categories.


Over the past ten years there has been increased interest in research on various aspects of teacher education, ranging from the preparation of teachers to continuing professional development. The increase of interest in how teachers become competent in very complex social settings is a result of a general recognition by researchers and policy makers alike that teachers are the key to any serious efforts at educational reform. This book addresses a variety of issues surrounding the field of inquiry into teaching practice that has become known as 'self-study', equivalent in many ways to the 'action research' movement, but at tertiary level.