Search results for "Education theory"
showing 10 items of 22 documents
Knowledge ecology for conceptual growth:Teachers as active agents in developing a PluriLiteracies approach to Teaching for Learning (PTL)
2017
This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines, to work together from the start so that learning spaces were created where teacher development went alongside researcher development, and theorizing was not only inclusive of praxis but validated by it. A growth cycle emerged using theories of pra…
Integrative Pedagogy in Practicum
2011
The chapter introduces a model of integrative pedagogy in teaching practicum within a Finnish context. The aim of this action research project is to integrate educational theory and practice in teaching practicum with a view to promote student teachers professional autonomy. In the Integrative Pedagogy Model, theoretical knowledge, practical skills and self-regulation (reflective and metacognitive skills) are merged. The empirical part of the chapter is based on the content analysis of the experiences of students and their supervising teachers. The results show that an exceptional sense of community is being achieved in this kind of teaching practicum.
Religious literacy or spiritual awareness? Comparative critique of Andrew Wright’s and David Hay’s approaches to spiritual education
2009
On the basis of a comparison of the educational approaches of Andrew Wright and David Hay this paper illustrates the persisting problem of dichotomising cognitive and trans‐cognitive aspects of spiritual development and education. Even though both Wright and Hay speak of the same topic – spirituality and spiritual education – they define these terms very differently, and as a consequence, they draw altogether different practical implications, set different priorities, and warn of different dangers in spiritual education. The main question set in this paper is whether it is possible to make room in spiritual education for both of these perspectives and how to combine them in a more holistic …
Science of Pedagogy: Theory of Educational Discipline and Practice
2018
Abstract The article addresses and provides an introduction to pedagogy in its capacity of science and a university discipline in the field of education sciences. Nowadays not only teacher education programmes are embedded in theories and follow transitions of pedagogy. These have become even more complex, therefore, challenge new discussions in the evolving importance of human relations and transition towards learning-centred science of pedagogy to underpin practice of competence-oriented education. Based on the main historical processes in Latvia and along with informative insight into the practices of European universities and research, the article traces the traditional background of pe…
CONTENTS OF STUDY COURSES “HISTORY OF PEDAGOGY” AND „LITERATURE DIDACTICS” IN THE 40IES AND 50IES OF THE 20TH CENTURY – PROMOTER OF STUDENTS’ HISTORI…
2021
During the soviet times pedagogy in Latvia develops in difficult and controversial conditions. It becomes a specific area of influence and a propaganda tool, in which ideologised guidelines of soviet pedagogy prevail. So far Soviet experience in education theory and practice (1940–1941, 1944–1990) has not been fully identified and evaluated because it is “recent” history. People living during the soviet times have developed self-experience, based on which conclusions can be made. At the same time young people develop this experience in their daily life (communicating with people, watching and reading in the mass media), thus based on other people’s experience. One of the sources promoting t…
Game Mechanics in the Design of a Collaborative 3D Serious Game
2014
Background. This article investigates the potential of utilizing game mechanics in designing 3-D serious games for Computer-Supported Collaborative Learning (CSCL) and attempt to produce new information about designing collaborative serious games. Aim. This article has two aims: first, to clarify how theoretical knowledge of collaborative learning was related to game design in previous studies; and, second, to design a collaborative serious game based on theoretical knowledge of collaborative learning and game design. Results. The reviewed studies revealed the potential of using collaborative games in education. However, they showed that collaborative learning games were typically designed …
El conocimiento pedagógico y la periferia del universo educativo
2006
In this work the authors reflect on the dynamics generated between the universe of education and educational theory, as the fruit of the incorporation to that universe of areas and forms which up until then had been external, borderline or marginal to it. After an introduction, the article applies this general perspective to diverse spheres: in the fi rst place, to what the consideration of non-formal and formal education has meant for educational theory; in second place, the same is done with respect to the idea of permanent education; third, it is applied to the repercussions that the real recognition of gender equality in education has on pedagogical discourse; fourth, to what the possib…
Identity, agency and community: reconsidering the pedagogic responsibilities of teacher education
2014
This article presents a model for teacher education based on an ongoing action research project at a Finnish university. This model draws on the educational theory of Dewey and the pedagogical sensibility of Bakhtin to critically consider the concepts of teacher identity and agency and to highlight the role of community in teacher development. Our aim is to propose a model that supports the development of new directions in teacher education that would better prepare teachers to face the challenges in their future work by engaging with the educational community in the present. peerReviewed
The Role of Curriculum Theory in Contemporary Higher Education Research and Practice
2017
In the light of recent debates on the possible issues in curriculum studies, formulated particularly in the field of sociology of education, this chapter discusses the role and the importance of curriculum theories in higher education. Focusing on the historical and the conceptual roots of curriculum theory approaches, the argument is that the dispute and the separation between normative and critical roles of curriculum theories are important to overcome in today’s competency-based and outcome-focused context of higher education. Basil Bernstein’s ideas on the vital role of knowledge are discussed in relation to the origins of the so-called crisis in curriculum theories. It is suggested tha…
Education and the Concept of Time
2013
Abstract As we speak about time in the context of everyday life, we have no problem with what we mean by time. We take time as given. Different kinds of theories of development rely on the ordinary concept of time. Time is a sequence of instants, and we are moving along from the past to the future, from birth to death. Moving in time also means development. It does not take into account how a human being is in the time. It flattens our view of human life and cannot describe our manifold being. According to theories of development, if a child does not behave in a certain instant as the theories expect, there must be a problem with that child or she has not developed as well as others. Heideg…