Participation and Reification in Learning to Teach: The Role of Knowledge and Beliefs

2005 ◽  
pp. 195-209 ◽  
Author(s):  
Salvador Llinares
Keyword(s):  
Learning To Teach ◽  
Knowledge And Beliefs

The Role of Context in Learning to Teach Writing

2006 ◽  
Vol 57 (4) ◽  
pp. 378-394 ◽  
Author(s):  
Laura S. Pardo
Keyword(s):  
Learning To Teach

scholarly journals A Disinformation-Misinformation Ecology: The Case of Trump

2020 ◽  
Author(s):  
Thomas J. Froehlich
Keyword(s):  
Social Media ◽  
Psychological Factors ◽  
Right Wing ◽  
Social Self ◽  
Sources Of Information ◽  
Fox News ◽  
Knowledge And Beliefs ◽  
Approval Rating

This paper lays out many of the factors that make disinformation or misinformation campaigns of Trump successful. By all rational standards, he is unfit for office, a compulsive liar, incompetent, arrogant, ignorant, mean, petty, and narcissistic. Yet his approval rating tends to remain at 40%. Why do rational assessments of his presidency fail to have any traction? This paper looks at the conflation of knowledge and beliefs in partisan minds, how beliefs lead to self-deception and social self-deception and how they reinforce one another. It then looks at psychological factors, conscious and unconscious, that predispose partisans to pursue partisan sources of information and reject non-partisan sources. It then explains how these factors sustain the variety and motivations of Trump supporters’ commitment to Trump. The role of cognitive authorities like Fox News and right-wing social media sites are examined to show how the power of these media sources escalates and reinforces partisan views and the rejection of other cognitive authorities. These cognitive authorities also use emotional triggers to inflame Trump supporters, keeping them addicted by feeding their anger, resentment, or self-righteousness. The paper concludes by discussing the dynamics of the Trump disinformation-misinformation ecology, creating an Age of Inflamed Grievances.

scholarly journals Oromo Oral Literature for Environmental Conservation: A Study of Selected Folksongs in East and West Hararghe Zones

Humanities ◽  
2018 ◽  
Vol 7 (4) ◽  
pp. 94
Author(s):  
Geremew Chala Teresa ◽  
Hunduma Dagim Raga
Keyword(s):  
Qualitative Data ◽  
Theoretical Models ◽  
Environmental Conservation ◽  
Oral Literature ◽  
Snowball Sampling ◽  
Environmental Implication ◽  
Face To Face ◽  
Knowledge And Beliefs ◽  
Aesthetic Values

This paper presents the values, knowledge and beliefs of the environment that are inscribed in the Oromo folksongs with particular reference to Eastern and Western Hararghe zones of Oromia regional state. The paper discusses the various contributions of the Oromo folksongs in conserving the environment. The paper is based on the qualitative data produced through face-to-face interviews, non-participant observations and document analysis of both published and unpublished sources. The data used in this paper were collected from 24 individuals of the community leaders, elders and sheekaas by using purposive and snowball sampling techniques. The analysis of the paper is employed in functional, contextual and ecocritical theoretical models. In order to arrive at the various ideas of folksongs connected to the environmental conservation, some selected folksongs were carefully designated. The paper attempts to address the contexts in which the folksongs reflect the viewpoints of environment. It also tries to explore the role of Oromo folksongs and their implications in the efforts of wide-reaching environmental views. The position of this paper is that indigenous knowledge (Oromo folksongs) is an effective vehicle in supplementing the existing efforts of conserving the environment through imagery, metaphoric, and symbolic description. Based on the analysis, this paper addresses the association that the Oromo people have strong reflections of environmental conservation through its folksongs. On the basis of the contextual analysis, we classified the folksongs that have environmental implication into four sub-divisions: (1) for utilitarian reason, (2) for visualization, (3) for aesthetic values and (4) for morality purpose.

Teacher cognition of pronunciation teaching

2021 ◽  
Author(s):  
Graeme Couper
Keyword(s):  
Reflective Practice ◽  
Teacher Educators ◽  
Language Teachers ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Teacher Behaviour ◽  
Knowledge And Beliefs ◽  
Awareness Raising

Abstract Recent advances in our empirically-based understanding of the role of instruction in pronunciation learning have been accompanied by growing recognition of the need for more knowledge about teachers’ cognitions of pronunciation teaching. That is, we want to know what they do and why because it informs teacher educators and researchers and provides a useful forum for teacher reflective practice. This paper draws on semi-structured interviews (N = 19), classroom observations (N = 6) and follow-up discussions to report on the pronunciation techniques the participants say they use, what they were observed using, and their related knowledge and beliefs. The following thematic areas emerged: Ways of presenting pronunciation; Listen-and-repeat practice; Explicit/analytic practice activities; Sounds and spelling; Use of phonemic symbols; Speech perception and awareness raising. The findings are discussed in terms of factors driving teacher behaviour, advice that can be given to language teachers and teacher educators and areas that need further research.

Bodies

2020 ◽  
pp. 146-192
Author(s):  
Robert Wuthnow
Keyword(s):  
Orthodox Jews ◽  
The Body ◽  
Propositional Knowledge ◽  
Religious Activities ◽  
Quarter Century ◽  
Buddhist Meditation ◽  
Knowledge And Beliefs ◽  
How People Learn ◽  
Bodily Sensations

This chapter addresses the role of bodies, which has been the focus of increasing interest in studies of religion. It explains how bodies are involved in religious practices conducted by people in concrete situations. It analyzes the extent and varied ways bodies are involved in religion, such as in comparisons of Muslim prayers, clothing of Orthodox Jews, and postures involved in Buddhist meditation. The chapter also describes the kinds of somatic and kinesthetic imprint religious activities may have on the body and how people learn or unlearn these bodily sensations. It reviews the treatments of topics on bodies that have matured beyond the discussions a quarter century ago in which embodiment was advanced as an epistemological move from which to question the centrality of ideas, propositional knowledge, and beliefs.

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