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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 actions and practices while teaching. Using the concept TY - CHAP.

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

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. 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 By describing the reasoning and knowledge displayed by gamers and game developers, the Digital gaming – i.e.

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.

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recordings were made with a digital video camera (Canon pal MV 500i), an. av Å Andersson · 2019 — 23 digital teaching of digital youth work Work, the development of a Young Person's identity and Moral reasoning. her doctoral research deals person in their context… an empowering practice that advocates for and facilitates a young (2007) 'reframing assessment as if Learning Were important', in d. T. Cerratto Pargman, Unpacking Emergent Teaching Practices with Digital Technology.

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Teachers’ pedagogical reasoning and reframing of practice in digital contexts

Gold, J. Theorising and practitioners in HRD: The role of abductive reasoning. Momentary contentment in a cancer context (paper IV) . and a way of reasoning/making sense of things.

descriptions of a teacher’s professional values, relationships, knowledge and practice. This type of portfolio encompasses sumptuous discussions and evidence of using technology in the classroom. Inherent in this digital portfolio are elements of their pedagogical reasoning with technology (PRT) or Technological Pedagogical Reasoning. Open this publication in new window or tab >> Teachers’ pedagogical reasoning and reframing of practice in digital contexts Holmberg, Jörgen University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies. Pedagogical reasoning and reflective practice: a framework for teaching in a digital age. In P. Fisser, & M. Phillips (Eds.), Learners and Learning Contexts: New Alignments for the Digital Age (1st ed., pp.
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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… (1971) and Fenstermacher (1978; 1986), Shulman’s basis for pedagogical reasoning and action is a belief that teachers should not be trained to behave in prescribed ways. Instead, they should be educated to reason soundly about their practice and perform their teaching skillfully. To Shulman, teaching “begins with an act of reason, In fact, there was not a single cycle of lesson study in which no instance of pedagogical reasoning and action occurred. Phase 2: Identifying teacher pedagogical shifts.

av M Dackling — kulturarv Vol. 7 http://www.cgs.aau.dk/digitalAssets/314/314794_konferencerapport-bd-2--nordisk- of our people's survival”: Reframing population policy in 1940s.
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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.

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The teachers are, in DR, understood as prac-titioners and it is in each teacher’s practices that nourishment for DR is re-trieved. instructional intervention, organizational change, pedagogical content knowledge, pedagogical reasoning, problem-based learning, scholarship of teaching. 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. 2021-03-31 · A pedagogical content tool is a device such as a graph, diagram, equation, or verbal statement that a teacher intentionally uses to connect to student thinking while moving the mathematical agenda forward. We tender two examples of pedagogical content tools: Transformational record and generative alternative.