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Key to teacher education is the knowledge base of the teacher
educator, and the ways in which knowledge is conceptualised. This
book explores how ideas about knowledge are used in teacher
education to critically examine what knowledges are valued across
research, policy and practice. The authors explore international
and interdisciplinary perspectives on the nature of knowledge (and
what counts as knowledge) and how these perspectives on knowledge
translate into teacher education, , with a final chapter dedicated
to exploring consequences for practice.
Classroom interaction has a significant influence on teaching and
learning. It is through interaction that we solve problems, build
ideas, make connections and develop our understanding. Patterns in
Mathematics Classroom Interaction describes, exemplifies and
considers the implications of patterns and structures of
mathematics classroom interaction. Drawing on a Conversation
Analytic approach, the book examines how the structures of
interactions between teachers and students influence, enable, and
constrain the mathematics that students are experiencing and
learning in school. In particular, it considers the handling of
difficulties or errors and the consequences on both the mathematics
students are learning, and the learning of this mathematics. The
various roles of silence and the treatment of knowledge and
understanding within everyday classroom interactions also reveal
the nature of mathematics as it is taught in different classrooms.
Examples of students explaining, reasoning and justifying as they
interact are also drawn upon to examine how the structures of
classroom interaction support students to develop these discursive
practices. The approach taken in Patterns in Mathematics Classroom
Interaction enables the identification of not only what structures
exist and pervade classroom discourse, but also how these
structures influence teaching and learning. It is the understanding
of how these structures affect students' experiences in the
classroom that permits the use and development of practices that
can support students' learning. This reflexive relationship between
these structures of interactions and student actions and learning
is central to the issues explored in this book, alongside the
implications these may have for teachers' practice, and students'
learning.
Key to teacher education is the knowledge base of the teacher
educator, and the ways in which knowledge is conceptualised. This
book explores how ideas about knowledge are used in teacher
education to critically examine what knowledges are valued across
research, policy and practice. The authors explore international
and interdisciplinary perspectives on the nature of knowledge (and
what counts as knowledge) and how these perspectives on knowledge
translate into teacher education, , with a final chapter dedicated
to exploring consequences for practice.
Language, both spoken and written, is key to understanding learning
processes in the classroom. Research Methods for Classroom
Discourse is for those who want to investigate spoken interaction
or other discourse in the classroom. It lays out clearly the
different approaches which are possible, identifying the key
principles of each. It addresses the differences between them and
the consequences these differences might have for teachers and
researchers. Each approach is outlined in terms of practical
methods advice, reasons for use, and case studies in which the
approach has been used in classroom discourse. Common approaches
such as conversation analysis, positioning theory, and critical
discourse analysis are included alongside more specialised
approaches such as discursive psychology and corpus linguistics.
The context of classroom research is used to frame all discussions,
with connections to other uses and applications where it can
enhance the research being undertaken. The authors demonstrate the
relationship between these different theoretical approaches through
considering particular applications to common topics within
classroom research, such as multilingual learners, knowledge/
knowing and identity. The authors assume no prior knowledge of
technical terms and a glossary of key term terms is included.
Practical issues such as ethics, data collection and transcription
are an integral part of the discussion throughout, providing
students with all the knowledge needed to embark upon a successful
research project in this area.
Language, both spoken and written, is key to understanding learning
processes in the classroom. Research Methods for Classroom
Discourse is for those who want to investigate spoken interaction
or other discourse in the classroom. It lays out clearly the
different approaches which are possible, identifying the key
principles of each. It addresses the differences between them and
the consequences these differences might have for teachers and
researchers. Each approach is outlined in terms of practical
methods advice, reasons for use, and case studies in which the
approach has been used in classroom discourse. Common approaches
such as conversation analysis, positioning theory, and critical
discourse analysis are included alongside more specialised
approaches such as discursive psychology and corpus linguistics.
The context of classroom research is used to frame all discussions,
with connections to other uses and applications where it can
enhance the research being undertaken. The authors demonstrate the
relationship between these different theoretical approaches through
considering particular applications to common topics within
classroom research, such as multilingual learners, knowledge/
knowing and identity. The authors assume no prior knowledge of
technical terms and a glossary of key term terms is included.
Practical issues such as ethics, data collection and transcription
are an integral part of the discussion throughout, providing
students with all the knowledge needed to embark upon a successful
research project in this area.
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