International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Theories & Approaches
Page 51/52
512 items
501
Earlier in his work as a teacher educator, the author thought of teacher learning as a psychological process or phenomenon and this view guided his work with his student teachers. Subsequently,the author has been drawn to pragmatist and sociocultural views that portray human thinking and acting as intimately linked to the physical, social and cultural environment. Adopting such views helped the author to see teacher learning in a new light, less as a mental issue and more as a social and cultural issue. Here, the author reconstructs his transformation of coming to see learning to teach as situated.
Published: 2007
Updated: Jan. 26, 2008
502
This theoretical review of Winne and Hadwin’s model of self-regulated learning (SRL) seeks to highlight how the model sheds new light on current research as well as suggests interesting new directions for future work. The authors assert that the model’s more complex cognitive architecture, inclusion of monitoring and control within each phase of learning, and separation of task definition and goal setting into separate phases are all important contributions to the SRL literature.
Published: 2007
Updated: Jan. 15, 2008
503
The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations.
Published: 2007
Updated: Jan. 15, 2008
504
Discussion of educational ideologies offers insights into the debates, historical contexts, and policy and reform agendas that shape the politics of authority while neglecting empirical realities. Qualitative studies present empirical data and analyses on the challenges intrinsic to classroom relations, but, exceptions aside, they often lack explicit attention to authority. More research focused on classroom authority as a social construction is needed to address critical educational concerns for contemporary practitioners, policy makers, and researchers.
Published: 2007
Updated: Jan. 15, 2008
505
The article explores the use of utopian beliefs of hope and imagination in teacher education. The author describes how teachers can 'reimagine' and 'remake' progressive learning environments in order to foster humanity, collective action, sustainability, community and equity, which constitute 'robust hope.'
Published: 2007
Updated: Jan. 10, 2008
506
This article reports on a self-study that focuses on encouraging a group of undergraduate students to be active learners by promoting their critical engagement with what they are learning. The descriptions and explanations in the self-study give account of the contradictions and challenges encountered in my attempts to reconcile between students' perceptions of my 'authority' as the lecturer.
Published: 2007
Updated: Jan. 07, 2008
507
This paper makes a contribution to the theory and practice of educational action research by introducing two theoretical and methodological resources as part of a personal review of sustained professional experience: 'appreciative inquiry' and the 'enneagram'. It is more than a theoretical exercise, however, because it also constitutes an action-oriented reflection on the transitional nature of the author's professional situation, moving from work as a school-based primary school teacher and head teacher to work as a consultant.
Published: 2007
Updated: Jan. 07, 2008
508
In this article an educational action research study, based on a phenomenographic approach, is reported in which unexpected results have been possible to gather thanks to the inductive design of the study. The aim is to describe the ways in which contrasts of critical aspects of a learning object affect the students' generative learning found by analysing three learning studies based on the theory of variation.
Published: 2007
Updated: Jan. 06, 2008
509
The article discusses the threats posed by commercialization of state schools to the nature of public education. The author suggests that business ideologies have permeated the educational system and have eroded the influence and power of education professionals. Specifically, schools and school children have been the target of business propaganda and have pushed to shift the nature of public education and undermine its purpose.
Published: 2007
Updated: Dec. 18, 2007
510
The article discusses pedagogical theories and their basis in psychological research. The author reviews the influence of Internet on disseminating pedagogically relevant research and globalising pedagogical terms and issues, such as metacognition, multiple forms of intelligence, thinking and learning styles, brain functioning, emotional intelligence and neurolinguistic programming. The author also examines the viability of developing pedagogy from superficial reading of psychological ideas and suggests that pedagogical research is becoming increasingly self referential. The study is conducted in England, where educational and governmental documents were examined.
Published: 2007
Updated: Dec. 18, 2007