Search results for "Approach"
showing 10 items of 1654 documents
The moral journey of learning a pedagogy: a qualitative exploration of student–teachers’ formal and informal writing of dialogic pedagogy
2015
Students of education encounter a range of pedagogies yet how future teachers’ appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on ‘dialogic pedagogy’ in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this…
Argumentation in the Context of High School Mathematics : Examining Dialogic Aspects of Argumentation
2022
In this chapter, I examine argumentation from the perspective of dialogic argumentation that highlights students’ engagement with each other’s ideas in the process of making mathematical claims and providing evidence to support them. I analyzed the provided data for students’ dialogic and justifying moves and investigated how the teacher supported argumentation. I found that the students’ dialogic moves included elaborating and commenting on peers’ ideas. Students’ justifying moves included one case of articulating reasoning and several instances of describing support. The teacher structured argumentation by sequencing it into steps so that each step established a new piece of information. …
L’accompagnement dans la professionnalisation du métier d’enseignant. Le point de vue des formateurs
2014
La recherche présentée s’intéresse plus particulièrement à un aspect particulier de la professionnalisation : l’accompagnement. Dans les déclarations des formateurs en IUFM, nous avons identifié cinq dimensions de l’accompagnement en relation avec le rapport au savoir : rapport à l’institution, à l’autre, à sa pratique, aux savoirs et à l’expérience antérieure. Si cette dernière dimension revêt un caractère important dans les choix et les pratiques d’accompagnement, nos résultats montrent que les définitions de l’accompagnement sont hétérogènes avec des modalités de mises en oeuvre différentes selon les sujets qui s’appuient bien souvent sur les expériences professionnelles antérieures à la…
Dziesmas angļu valodā 10. klases skolēnu iesaistei induktīvā gramatikas apguvē
2015
Diplomdarba autore ir strādājusi par angļu valodas skolotāju astoņus gadus. Gramatika vienmēr ir sagādājusi grūtības daudziem viņas skolēniem. Daļai no viņiem nepatīk darbības vārdu formas, dažus skolēnus neinteresē lielo burtu lietojums, prievārdi vai frazālie darbības vārdi, bet citiem grūtības sagādā laiki un vārdu kārtība teikumā. Var būt dažādi iemesli, kāpēc skolēniem nepatīk angļu valodas gramatika. Nav šaubu, ka daži no viņiem vienkārši negrib mācīties. Tas varētu būt arī sava veida protests, lai parādītu citiem, ka viņi var darīt, ko grib. Pāris skolēni ieguvuši negatīvu pieredzi, apgūstot angļu valodu pamatskolā, vai viņiem ir grūtības mācību vielas apguvē. Skolēni joprojām nav sa…
"Learning Online" for Vocational Teachers : Visualisation of a Competence-Based Approach in Digital Open Badge-Driven Learning
2018
Vocational education in Finland is based on competence-based qualification requirements. Meanwhile, digital open badges promote competence-based assessment and shared expertise in digital environments. The educational setting supports gamified learning solutions and enhances student motivation. The current study aims to examine how learners experience the competence-based approach in the badge-driven learning process of professional development. The theoretical framework focuses on the concept of instructional badging in the competence-based approach. Coordinated by the country’s northernmost school of profesional teacher education, “Learning Online” is a national professional development p…
STRAIN ENERGY EVALUATION IN STRUCTURES HAVING ZONE-WISE PHYSICAL- MECHANICAL QUANTITIES
2013
Among the possible aims of structural analysis inside some engineering spheres it can be useful to know the strain energy stored in all or in a part of the structure caused by assigned external actions, like the boundary and domain quantities. This serves to evaluate globally whether an assigned portion of structure undergoes an excessive store of energy able to compromise the stability of all the structure. This evaluation can be carried out through boundary work obtained using appropriate boundary generalized quantities connected to the results of the analysis on the whole structure. The advantage consists in using a very restricted number of quantities which, because of the characteristi…
Strain energy evaluation in structures having zone-wise physical-mechanical quantities
2013
Multidisciplinary peer-mentoring groups facilitating change?
2020
This article discusses the potential of multidisciplinary peer-mentoring groups to facilitate individual and institutional change. To do this, we view peer mentoring as a form of critical education praxis (Mahon et al. 2019), the purpose of which is to create a space for reflexive thinking and asking critical questions. The data were collected by interviewing all thirteen participants – doctoral students and more established scholars – of a multidisciplinary peer-mentoring pilot project. The results show a variety of both individual changes and desired changes within the university, which were brought into view as a result of the sharing of experiences, views and ideas in an open, confident…
Didactical resource purposes as an aspect of students’ decision making regarding resources used to learn mathematics
2019
International audience
Using schematic representation of resource systems to examine how first year engineering students use resources in their studies of mathematics
2018
International audience; Very little research has been done on how students use resources when studying mathematics. My project aim to examine this both quantitatively and qualitatively. The qualitative data collection includes hierarchical focus interviews and schematic representation of resource system, with the intent to impose as little terminology as possible on the students.