Navigating in Educational Contexts: Identities and Cultures in Dialogue

Cover......Page 1
Navigating in Educational Contexts......Page 4
ISBN 9789460915215 (hardback)......Page 5
CONTENTS......Page 6
FOREWORD......Page 8
ACKNOWLEDGEMENTS......Page 10
Profesional development and learning......Page 12
Context and Teaching......Page 14
ICT of Teaching and Learning......Page 15
IDENTITY, CONTEXT, MARGINALITY......Page 16
CHAPTER 1: TEACHING AND MARGINALITY: LESSONS FROM TEACHERS’ LIFE STORIES......Page 18
THE TEACHING PROFESSION IN ISRAEL......Page 19
METHODOLOGY......Page 20
Participants......Page 21
Ariana’s teaching career......Page 22
Flashback: how this story begins…......Page 23
MARIE’S STORY......Page 24
Adult life: Becoming a teacher, seeking a partner......Page 25
Marginalization in Marie’s story......Page 26
ARIANA AND MARIE: TWO WAYS OF COPING WITH MARGINALIZATION......Page 27
Marginalization and teacher research......Page 28
REFERENCES......Page 29
INTRODUCTION......Page 32
Participants......Page 34
RESULTS......Page 36
DISCUSSION......Page 38
REFERENCES......Page 39
CHAPTER 3: THE ROLE OF CRISIS IN THE DEVELOPMENT OF STUDENT TEACHERS’ PROFESSIONAL IDENTITY......Page 42
SOME COMMON PRACTICES IN TEACHER EDUCATION......Page 43
SOME THEORETICAL NOTIONS ABOUT TEACHER PROFESSIONAL IDENTITY AND DEVELOPMENT......Page 44
SOME THEORETICAL NOTIONS ABOUT (ADULT) LEARNING......Page 45
TRANSFORMATIVE LEARNING AND THE ROLE OF CRISIS......Page 47
IMPLICATIONS FOR TEACHER EDUCATION......Page 51
SOME FINAL COMMENTS......Page 53
REFERENCES......Page 54
Spaceship Earth......Page 56
Core and Peripheral Constructs......Page 58
Maps and Terrains of Values......Page 59
Relevance and Truth in Values......Page 61
Where and How We Look......Page 62
REFERENCES......Page 63
INTRODUCTION......Page 64
Ethics......Page 65
Pedagogy and Play......Page 66
Dialogic Translation......Page 69
Runaway Pluralism......Page 71
DISCUSSION......Page 73
REFERENCES......Page 75
NOTES......Page 76
TEACHERS’ PROFESSIONAL DEVELOPMENT AND LEARNING......Page 78
INTRODUCTION......Page 80
THEORETICAL FRAMEWORK......Page 81
Participants......Page 83
Instrumentation......Page 84
Data Analysis......Page 85
FINDINGS......Page 86
DISCUSSION......Page 90
IMPLICATIONS IN TEACHER EDUCATION......Page 91
REFERENCES......Page 92
INTRODUCTION......Page 94
RESEARCH APPROACH......Page 96
Case writing......Page 97
Interview data......Page 98
CONCLUSION......Page 102
REFERENCES......Page 103
INTRODUCTION......Page 104
REFLECTING ON BECOMING A TEACHER......Page 105
RESEARCH QUESTIONS AND DATA......Page 108
FIVE TASKS TO FACE AND TO WORK THROUGH......Page 109
Binding and bridging......Page 111
Educators as partners of interactive learning......Page 113
DISCUSSION......Page 114
REFERENCES......Page 116
Notes......Page 117
BACKGROUND......Page 118
DATA SOURCES......Page 120
WHAT DO WE MEAN BY SHARING PEDAGOGICAL PURPOSES?......Page 121
A learning agenda......Page 122
A language for learning......Page 126
Doing things with students, not to them......Page 128
Noticing good learning (and getting excited)......Page 129
Secret teacher’s business......Page 130
Student Change......Page 132
Stages in the journey......Page 134
DISCUSSION......Page 135
REFERENCES......Page 136
APPENDIX: A LIST OF GOOD LEARNING BEHAVIOURS......Page 137
INTRODUCTION......Page 138
SUPERVISION – PROMOTING LEARNING IN TEACHING PRACTICE......Page 139
TEACHING PRACTICE SUPER VISION – SHARED PEDAGOGICAL THINKING......Page 140
RESEARCH SETTING......Page 146
RESULTS......Page 147
CONCLUSIONS......Page 148
REFERENCES......Page 149
CONTEXT AND TEACHING......Page 152
INTRODUCTION......Page 154
BACKGROUND: THE BOLOGNA FRAMEWORK ’S FAR REACHING EFFECTS......Page 156
Canadian Perspectives on the Bologna Process......Page 158
The Study of a Model for Successful Transfer in Canada......Page 159
RESULTS AND DISCUSSION: BEST PRACTICE GUIDE......Page 160
2. Course by Course Transfer / Core Arts and Science Curriculum......Page 161
4. Guidelines/Mandate/Council......Page 162
CONCLUSION......Page 163
NOTES......Page 164
CHAPTER 12: THE RIGHT TO EDUCATION: A NEW FOUNDATION FOR SCHOOLS AND COMMUNITIES......Page 166
The aims of education......Page 167
The substance of the right to education......Page 168
State obligations......Page 171
Achieving Goal 1: early childhood care and education (ECCE)......Page 172
Achieving Goal 4: adult literacy......Page 173
Achieving Goal 6: quality of education......Page 174
A human face of the right to education......Page 175
A new foundation for schools and communities......Page 176
REFERENCES......Page 178
NOTES......Page 179
COSMOLOGIES AND LIFESTYLES......Page 180
A CULTURAL ECOLOGICAL CONTEXTUALISATION......Page 185
REFERENCES......Page 189
CHAPTER 14: WHAT PERSONAL FACTORS MOTIVATE THE CARING TEACHER?......Page 192
Individual Characteristics......Page 193
Beliefs......Page 194
METHODOLOGY......Page 195
The Interview......Page 196
Years of Teaching Experience......Page 197
Subjects Taught......Page 198
RESULTS FROM THE INTERVIEWS......Page 199
Mindsets......Page 200
Sources of Development......Page 202
DISCUSSION......Page 203
REFERENCES......Page 204
INTRODUCTION......Page 208
Analysis......Page 211
DISCUSSION......Page 215
REFERENCES......Page 218
NOTES......Page 221
APPENDIX......Page 222
ICT IN TEACHING AND LEARNING......Page 226
INTRODUCTION......Page 228
ICT INTEGRATION MODEL......Page 230
METHODOLOGY......Page 233
RESULTS......Page 234
General Problem Solving Skills......Page 235
Text and Data Processing Skills......Page 237
DISCUSSION AND CONCLUSION......Page 238
REFERENCES......Page 239
APPENDI X 1: FACTOR STRUCTURE OF THE ICT QUESTIONAIRE......Page 241
INTRODUCTION......Page 244
LITERATURE REVIEW......Page 245
Project Activities Completed – Phase One and Phase Two......Page 248
Project Description – Phase Two......Page 249
Analysis and Discussion of Teacher Interviews......Page 250
Themes arising from the Interviews......Page 251
Creating a Professional Community of Learners......Page 253
Students’ Interview Responses......Page 255
CONCLUSION......Page 256
REFERENCES......Page 257
INTRODUCTION......Page 260
Pedagogical Model for Virtual Reality and Simulation-based Learning......Page 261
Active and Responsible.......Page 263
RESEARCH QUESTION......Page 264
PRELIMINARY RESULTS......Page 265
REDESIGNED MODEL AND CONCLUDING REMARKS......Page 267
REFERENCES......Page 269
The Pedagogical Model for Teaching and Meaningful Learning (TML)......Page 272
IMPLEMENTING THE PRACTICAL TRAINING......Page 274
DATA COLLECTION AND ANALYSIS......Page 276
How Does the Online Tutoring Support the Meaningful Learning Process and Outcomes during Practical Training?......Page 277
What Implications Do the Results Have for the Refinement of the Online Tutoring?......Page 278
REFERENCES......Page 279
CONTRIBUTORS......Page 282
REVIEWERS......Page 283