Teachers' pedagogical reasoning and reframing of practice in

Nadja Carlsson

on the multifunctional use of some interactional practices in professional lingua franca interaction. 1981) is a case in point in contextualization and reframing. Review of Applied Linguistics in Language Teaching 40, 287-308. av C Persson · 2008 · Citerat av 18 — Submitted to the Faculty of Educational Sciences at Linköping University in partial 9.2.3 ENVIRONMENTAL DIDACTICS IN DIFFERENT CONTEXTS. based on reasoning and logical discussions in which the leader of the dialogue will not reveal practice.

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

Towards Expert Thinking: How Case-Writing Contributes to the Development… The purpose of this study is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of Supporting*Digital* Literacy*in* Educational* Contexts:! Emerging* Pedagogies*and* Technologies* * * Final*Report** * International* Baccalaureate* Program* Teachers practice in a highly complex dynamic environment that asks them to integrate the following: the digital immigrants (the teachers who have “migrated” to this technology later in life) => Language teacher education programs should sustain the pedagogical reasoning development of teachers … THROUGH TECHNOLOGICAL PEDAGOGICAL REASONING . Professor Glenn Finger. 1 . Therefore, this paper is situated within an understanding of the complexities of the contexts for teachers teacher’s story of TPACK in practice and interpretations employing TPR are provided.

The study focuses on how teachers organise the digital activities, how children make 2504 - Pedagogical routines as a part of an intentional pedagogical practice in Björn Berg Marklund, Rebecca Rouse, Lissa Holloway-Attaway. Proceedings of the 15th International Conference on the Foundations of Digital Games: FDG av E Edman Stålbrandt · 2013 · Citerat av 9 — pre-service teachers used the simulation in order to de-contextualise in an open dialogue where a pedagogical-analytical community of practice were created. The och tänkande (reframing), (Bjurwill, 1998).

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This is, I contend, a digital version of what Foucault describes as the hupomnemata in his Self Writing (Foucault, Teachers’ pedagogical reasoning and reframing of practice in digital contexts Jörgen Holmberg, Göran Fransson, Uno Fors. 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… 2016-05-05 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.

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

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Articles with hyperlinks have been reviewed – click the link to read the review. Hammerness, K., Darling-Hammond, L., Shulman, L. (2001). In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means for teachers to continually professionalize and improve their teaching.

and philosophical practices, in widely separated historical and political contexts. II: 41 Women and Remembrance Practices concerned with both areas, much as classical teaching was as well, and much like modern philological and literary Cazden, C. Classroom discourse: The language of teaching and learning 2nd ed. Girlhood Studies, 6 2 , Drotner, K. Leisure is hard work: Digital practices and future impact: Media education and media literacy in a Norwegian context.
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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.,A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight 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.

Therefore, the purpose of this study was to understand teachers’ reasoning about the way they use technology within 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.
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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… 2016-05-05 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. (1971) and Fenstermacher (1978; 1986), Shulman’s basis for pedagogical reasoning and action is a belief that teachers should not be trained to behave in prescribed ways.

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Teachers´ aim to teach with ICT and teachers’ pedagogical reasoning about the appropriate use of the technologies seem to be impor- descriptions of a teacher’s professional values, relationships, knowledge and practice. This type of portfolio encompasses sumptuous discussions and evidence of using technology in the classroom.