scholarly journals The Icarus Effect Rephrased: Range of Semantic Gravity and Forms of Knowledge in New Norwegian Teacher Education

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Erik Bratland ◽  
Mohamed El Ghami
Keyword(s):  
Teacher Education ◽  
Professional Practice ◽  
Practical Knowledge ◽  
Professional Knowledge ◽  
Ways Of Knowing ◽  
New Teacher ◽  
One Dimensional ◽  
New Type ◽  
Legitimation Code Theory ◽  
New Research

In the 2000s, several major education reforms have been implemented in Norway. The reform in the teacher education is heavily inspired by the Finnish model, with introduction of a new research-based content, with the aim of developing a new type of professional knowledge, as a basis for teachers’ professional practice. Drawing on Maton’s Legitimation Code Theory, this paper explores the tensions in the new Norwegian teacher education, between knowledge and ways of knowing, by examining students’ practices, expressed in students’ research and development papers in the new teacher education. The paper refutes a one-dimensional concept of experience-based practical knowledge in the teacher education and argues that professional knowledge is based on practices that are informed by specialized and theoretical knowledge.

scholarly journals Processos de formação de professoras iniciantes

2019 ◽  
Vol 87 (217) ◽  
Author(s):  
Maévi Nono ◽  
Maria Mizukami
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Primary School ◽  
Professional Practice ◽  
Professional Knowledge ◽  
Written Language ◽  
Teaching Career ◽  
Teaching Cases ◽  
The Way

Estudos têm evidenciado a importância dos primeiros anos de profissão nos processos de formação docente. Neste artigo, são analisados processos formativos de professoras iniciantes que atuam na educação infantil e nos anos iniciais do ensino fundamental, a partir de dados obtidos em pesquisa realizada no período 2001-2005. Casos de ensino foram utilizados como instrumentos de pesquisa e permitiram que as iniciantes realizassem descrições e análises de suas trajetórias profissionais. As professoras explicitaram dúvidas, certezas, equívocos e contradições que orientam e caracterizam suas práticas docentes nos primeiros anos de docência. Explicitaram, ainda, conhecimentos referentes ao modo como ensinam conteúdos matemáticos e de linguagem escrita. Palavras-chave: formação de professores; professoras iniciantes. Abstract Studies have evidenced the importance the first years of the teaching career in the formative processes. This article discusses the professional knowledge of beginning teachers of the Elementary and Primary School. It is based on research developed during 2001-2005. One can said that the teaching cases used in the research allowed the beginning teachers to describe and analyze their own professional trajectories. The teachers exposed doubts, certainties, mistakes and contradictions that guided and characterized their professional practice. Teachers pointed out the knowledge regarding the way they teach mathematical and Portuguese written language contents. Keywords: teacher education; beginning teachers.

Using Multimodal Narratives in Teacher Education

2019 ◽  
pp. 173-190
Author(s):  
José Alexandre Pinto
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
Pilot Study ◽  
Professional Identity ◽  
Student Teachers ◽  
Professional Practice ◽  
Professional Knowledge ◽  
Personal Meaning ◽  
Young Teachers

Teacher training processes must incorporate a reflective dimension as a strategy for professional development. The pursuit of a professional identity and the need to give personal meaning to theoretical principles grounds the emergence of young teachers' reflection. In this chapter, multimodal narrative (MN) is presented as a tool to support reflexive approaches in the development of teachers' professional knowledge. The data collected about the perspectives of student teachers and supervisors who experienced the use of MN show the interest of these actors about the tool and about the processes of its use. This chapter presents and discusses constraints identified throughout the pilot study of using a MN in teacher training that the authors developed. It also presents a proposal for the use of MN in the context of initiation of the professional practice that includes an adapted version of the MN tool and a phased process of its use.

scholarly journals The Janus Face of Professional Knowledge: What Organizational Principles Are behind the Students’ Perceptions of Professional Knowledge in New Norwegian Teacher Education?

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Erik Bratland ◽  
Mohamed El Ghami
Keyword(s):  
Teacher Education ◽  
Professional Knowledge ◽  
Subject Area ◽  
Theory And Practice ◽  
Theoretical Knowledge ◽  
Code Theory ◽  
The Subject ◽  
Legitimation Code Theory ◽  
Organizational Principles ◽  
Forms Of Knowledge

Integration of theory and practice is the key element in the research on teachers’ professional knowledge. Traditionally, this topic has created a polarization between practical and theoretical knowledge. The reform in the new Norwegian teacher education has introduced a new and watered-down concept of knowledge and research-based knowledge in education. With the reform, conflicting perceptions have arisen of what we can understand with professional knowledge in teacher education. Based on Maton’s Legitimation Code Theory, and with examples from a study of students’ R&D papers, this paper sheds light on the conflicting concept of professional knowledge in new Norwegian teacher education. The paper refutes a generic concept of knowledge and argues that teachers’ professional knowledge is based on practices that are informed by specialized forms of knowledge in the subject area.

scholarly journals Special Finite Elements with Adaptive Strain Field on the Example of One-Dimensional Elements

2021 ◽  
Vol 11 (2) ◽  
pp. 609
Author(s):  
Tadeusz Chyży ◽  
Monika Mackiewicz
Keyword(s):  
Finite Elements ◽  
Strain Field ◽  
Main Idea ◽  
Deformation Field ◽  
Geometrical Parameters ◽  
Single Element ◽  
One Dimensional ◽  
New Type ◽  
Self Adaptation ◽  
Adaptation Method

The conception of special finite elements called multi-area elements for the analysis of structures with different stiffness areas has been presented in the paper. A new type of finite element has been determined in order to perform analyses and calculations of heterogeneous, multi-coherent, and layered structures using fewer finite elements and it provides proper accuracy of the results. The main advantage of the presented special multi-area elements is the possibility that areas of the structure with different stiffness and geometrical parameters can be described by single element integrated in subdivisions (sub-areas). The formulation of such elements has been presented with the example of one-dimensional elements. The main idea of developed elements is the assumption that the deformation field inside the element is dependent on its geometry and stiffness distribution. The deformation field can be changed and adjusted during the calculation process that is why such elements can be treated as self-adaptive. The application of the self-adaptation method on strain field should simplify the analysis of complex non-linear problems and increase their accuracy. In order to confirm the correctness of the established assumptions, comparative analyses have been carried out and potential areas of application have been indicated.

Wankelende wetenschap. De studie van de journalistiek & de revolutie in de media

2010 ◽  
Vol 38 (3) ◽  
Author(s):  
Frank van Vree
Keyword(s):  
Professional Practice ◽  
Structural Changes ◽  
Traditional Media ◽  
The Public ◽  
Journalism Studies ◽  
Starting Point ◽  
The Media ◽  
The Public Sphere ◽  
New Research ◽  
The Revolution

An Unstable Discipline. Journalism Studies & the Revolution in the Media An Unstable Discipline. Journalism Studies & the Revolution in the Media During the last decade media and journalism have got into turmoil; landslides have changed the traditional media landscape, overturning familiar marking points, institutions and patterns. To understand these radical changes journalism studies should not only develop a new research agenda, but also review its approach and perspective.This article looks back on recent development in the field and argues for a more cohesive perspective, taking journalism as a professional practice as its starting point. Furthermore a plea is made for a thorough research into the structural changes of the public sphere and the role and position of journalism.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

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