Publications - Högskolan i Gävle

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AU - Cooper, Rebecca. PY - 2016. Y1 - 2016. N2 - The foundations on which teaching is constructed hint at ways of thinking and knowing that shape pedagogy and illustrate why simplistic notions of teaching as telling and learning as listening do not suffice (Loughran, Curric Inq 43(1):118–141 Corpus ID: 150074516. Designing for added pedagogical value : A design-based research study of teachers’ educational design with ICT @inproceedings{Holmberg2019DesigningFA, title={Designing for added pedagogical value : A design-based research study of teachers’ educational design with ICT}, author={J.

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK. 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] 2021-02-05 · Holmberg, J., Fransson, G., & Fors, U. (2018). Teachers’ pedagogical reasoning and reframing of practice in digital contexts.

Momentary contentment - Designvetenskaper - Lunds

Journal of the Learning Sciences: Vol. 24, No. 3, pp. 347-372. Reframing creativity and technology: promoting pedagogic change in music education This article provides compelling research for pedagogical change in the field of music education. Four principles highlight the various aspects of this change with a specific focus on the integration of creativ Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers' professional learning.

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

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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.

Originality/value. Rich data from multiple design contexts is collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. Request PDF | 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 Purpose 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. Design/methodology/approach A design-based research (DBR) approach is employed, in which the on-site Common characteristics in the teachers’ reframing of practice are identified.
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av A Hellman · 2020 — improving practices, and strengthening the position of art in all educational different kinds of teaching contexts with university students at three different science, social or economic sustainability, as through digital imaging is reproduced on the realism.10 Within this essay, therefore, I reframe the method and transition av K Blennow · Citerat av 2 — Chapter 5 sets the context or stage of the investigation by presenting the schools, After studying a range of emotional literacy curricula and teaching practices she dents' conceptions of justice, their conceptions of civic reasoning about and systematic use of computers, digital tools and virtual learning environments. Theory, regulation and practice in Swedish digital records appraisal. A new method for context factors analysis in international development project Teaching digital archive at Mid Sweden University. International Journal of Approximate Reasoning, vol. In Reframing human in information systems development.

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Göran Fransson University of Gävle · Faculty of Education and

10.1108/IJILT-09-2017-0084 [Mer information] 2021-02-05 · Holmberg, J., Fransson, G., & Fors, U. (2018). Teachers’ pedagogical reasoning and reframing of practice in digital contexts.

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62-69). ing practice for elementary teachers. Teachers and Curriculum Materials The material artifacts that teachers use to engage in instruction, such as lesson plans, teacher guides, student worksheets, and other representations of both content and pedagogy, are collectively referred to as curriculum materials (Brown, 2009; Remillard, 2005). Pedagogical Reasoning These articles were recommended for a major (70%!) assessment piece on pedagogical reasoning. Readers interested in teacher education may also find these articles useful.

Publications - Mittuniversitetet

The teachers are, in DR, understood as prac-titioners and it is in each teacher’s practices that nourishment for DR is re-trieved. How teachers’ cognitions are related to their actual classroom instructional practice is increasingly a research focus in the field of teacher education, including the cognition-practice congruence, that is, the extent to which teachers’ instructional practice is consistent with their cognitions and any inconsistency between the two (Borg, 2019; Sun and Zhang, 2019). This small-scale case study utilised qualitative data from three cohorts of participating teachers and found that teachers do change their pedagogical practice and assumptions about social media for their own teaching contexts when they engage in course activities that challenge their existing mental models and encourage critical reasoning and reflection on learning. 2021-03-23 Professional wisdom of practice: Unpacking teachers' pedagogical reasoning Necessary uncertainty: Challenging notions of science teaching and learning Science that matters: Enhancing learning and enriching teaching in the primary years 2010-06-24 teachers to help students to go beyond comprehending the surface meaning of words and sentences in order to understand what their intercultural partners are writing” (p. 13), and M€uller-Hartmann (2012) suggests that “the role of the teacher is crucial in initiating, PEDAGOGICAL … 8.2 Teachers model and facilitate use of digital tools and resources to access, use and share learning.

Reframe through tuning means reformulating a problem and turn it Digital media communities of practice can quite easily be Teaching as a Design Science: Building Pedagogical Patterns for As an example of this style of reasoning can be cited Svante free digital access. Hence cultural practice moves from one context to another, or from one place to Crafoord was engaged in teaching a specific and complicated skill.