The role of professional knowledge for teachers’ analysing of classroom situations regarding the use of multiple representations

This chapter provides an introduction to the CHREST architecture of cognition and shows how this architecture can help develop a full theory of mind. After describing the main components and mechanisms of the architecture, we discuss several domains where it has already been successfully applied, such as in the psychology of expert behaviour, the acquisition of language by children, and the learning of multiple representations in physics. We highlight the characteristics of CHREST that enable it to account for empirical data, including self-organisation, an emphasis on cognitive limitations, the presence of a perception-learning cycle, and the use of naturalistic data as input for learning. We argue that some of these characteristics can help shed light on the hard questions facing theorists developing a full theory of mind, such as intuition, the acquisition and use of concepts, the link between cognition and emotions, and the role of embodiment.

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Student Teacher Knowledge: Knowing and Understanding Subject Matter in the New Zealand Context

Australasian Journal of Early Childhood ◽

10.1177/183693910202700302 ◽

2002 ◽

Vol 27 (3) ◽

pp. 1-6 ◽

Cited By ~ 4

Author(s):

Dawn Garbett ◽

Belinda R Yourn

Keyword(s):

Early Childhood ◽

New Zealand ◽

Subject Matter ◽

National Curriculum ◽

Early Childhood Teachers ◽

Professional Knowledge ◽

Early Childhood Educators ◽

Childhood Education ◽

Changing Role

In the past few decades there has been an increasing awareness of the importance of early childhood education in New Zealand. Concomitant with this has been the move towards professionalising the early childhood sector through a national curriculum and increased expectations for its practitioners. This paper examines issues relating to the changing role of early childhood teachers as they manage the implementation of the New Zealand curriculum. There is no consensus about what makes up the professional knowledge base for early childhood educators. This paper explores the nature of professional knowledge and suggests that subject matter knowledge may be more important than previously recognised for early childhood educators.

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Reflections of a Practitioner—Researcher in the Field of Widening Participation in Arts Education

Education Sciences ◽

10.3390/educsci10050133 ◽

2020 ◽

Vol 10 (5) ◽

pp. 133

Author(s):

Martell Baines ◽

Margaret Gregson

Keyword(s):

Professional Practice ◽

Professional Knowledge ◽

Compulsory Education ◽

Research Programme ◽

Practitioner Research ◽

Widening Participation ◽

Factors Influencing ◽

Conducting Research ◽

And Training

This article provides an auto-ethnographic narrative to offer insights into my experience as a practitioner–researcher working in widening participation (WP) in post-compulsory education (PCE). It relates how I came to join the Education and Training Foundation (ETF) Practitioner Research Programme (PRP). It provides insights into the role of WP practitioner and manager and offers a reflection upon my experiences as an early practitioner–researcher conducting research in the field of WP. Writing in the first person, I reflect upon the positionality within my professional practice as someone who is immersed in the context that is being researched. I make my story as authentic as possible in order to throw new light upon knowledge in the field of widening participation (WP) practice. This immersion has enabled me to increase my professional knowledge and to establish a stronger voice in and for WP practitioners in the profession and for learners in the WP community. This empowerment has come about as my knowledge of the factors influencing the context of my work has expanded. I hope that it will be of interest to other researchers working in the field of WP and that they will accept my invitation to contribute to this conversation and reflect upon their own journey.

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A Blind Man Leads a Blind Man? Personalised Nutrition-Related Attitudes, Knowledge and Behaviours of Fitness Trainers in Hungary

Nutrients ◽

10.3390/nu12030663 ◽

2020 ◽

Vol 12 (3) ◽

pp. 663 ◽

Cited By ~ 3

Author(s):

Anna Kiss ◽

Laura Pfeiffer ◽

József Popp ◽

Judit Oláh ◽

Zoltán Lakner

Keyword(s):

Structural Equation ◽

Professional Knowledge ◽

Dietary Guidelines ◽

Nutritional Knowledge ◽

Focus Group Interviews ◽

Personalised Nutrition ◽

Simulation Based ◽

Group Interviews ◽

Working Out

It is well-documented that fitness trainers could play an important role in the nutrition-related behaviour of their clients based on their personalised nutrition-related counselling activities, but there are considerable concerns all over the world about the level of their knowledge to become nutritional coaches. In the framework of the current study based on qualitative (focus-group interviews) and quantitative (questionnaire and analysis of responses by multivariable methods, as well as structural equation modelling) methods, it has been proven that (1) theoretically, both the trainers and the dietitians acknowledge the importance of cooperation in the optimisation of coaching efficiency and advisory work due to some “professional jealousness” and differences in professional background, as well as in culture, so it is hard to find a common platform for cooperation, especially in market segments characterised by relative low levels of purchasing power; (2) due to lack of regulation, there is a high heterogeneity of professional competences of trainers in general and their nutritional competences, in particular; (3) the majority of trainers do not have an objective picture on his/her effective nutritional knowledge, and they often offer a much wider scope of services (e.g., nutritional counselling for clients with chronic diseases) which are well beyond their professional knowledge and (4) the dietary guidelines have not become an integral part of professional knowledge, even at the level of specialists. To improve the current—in some cases, dangerous—situation, the following steps should be taken: (1) enhancement of the level of professional qualification of future trainers, integrating the practice-oriented approaches and emphasising the role of teamwork by simulation-based practices; (2) highlighting in a clear way the professional and ethical boundaries of the activities of trainers and (3) working out an efficient incentive system for the continuous professional development of trainers.

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A critical review: Doctor, torture and Tokyo declaration

INTERNATIONAL JOURNAL OF ETHICS TRAUMA & VICTIMOLOGY ◽

10.18099/ijetv.v1i2.6819 ◽

2015 ◽

Vol 1 (2) ◽

Author(s):

Dr Mrinal Kanti Jha ◽

Dr B C Majumder ◽

Dr Aloke Mazumder

Keyword(s):

World War Ii ◽

Critical Review ◽

Code Of Ethics ◽

Professional Knowledge ◽

Red Cross ◽

World War ◽

Degrading Treatment

Following World War II, especially after the famous Nuremberg Trial, involvement of doctors in human torture came to light. Various international bodies like UN, WMA, Red Cross, understood the magnitude of this problem. Tireless effort of these bodies, to protect humanity against torture by doctors, has, brought forward several charters, with an aim that individuals do not suffer from cruelty and degrading treatment. Duty of doctor as per Hippocratic code of ethics is not to use professional knowledge to harm humanity. Regretfully doctors are getting involved in torture, having forgotten both Hippocratic code of ethics and the fundamentals of Tokyo declaration –A doctor must not for any reason, take part in the practice of torture as the role of doctor is to relieve distress of his/her fellow person.

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Tools for Science

Nuncius ◽

10.1163/18253911-03302003 ◽

2018 ◽

Vol 33 (2) ◽

pp. 236-264 ◽

Cited By ~ 1

Author(s):

Emmanuelle Chapron

Keyword(s):

Eighteenth Century ◽

Case Studies ◽

Professional Knowledge ◽

The Public ◽

Scientific Institutions ◽

Definition Of ◽

Santa Maria ◽

Scientific Academies

Abstract This article presents an overall reflection on the libraries that were assembled in scientific institutions in France and Italy in the eighteenth century using case studies and comparative approaches. It focuses in particular on five scientific academies (located in Turin, Florence, Paris and Brest) and two Florentine institutions, the Museo di Fisica e di Storia Naturale and the Santa Maria Nuova Hospital. Decisions made regarding library premises, book procurement policies, catalogue publications and whether or not to open to the public were all investments that demonstrated the role of the written culture in the identity of scholarly communities, including those (such as the naval and surgeons’ communities) whose members had long been seen as professionals firmly rooted in a manual practice that was detached from theory. This article thus shows how libraries participated in the institutionalisation of scientific activities, the definition of professional knowledge and the formation of scholarly collectives.

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Teacher talk: the role of story and anecdote in constructing professional knowledge for beginning teachers

Teaching and Teacher Education ◽

10.1016/s0742-051x(99)00065-7 ◽

2000 ◽

Vol 16 (3) ◽

pp. 335-348 ◽

Cited By ~ 32

Author(s):

Brenton Doecke ◽

Jenny Brown ◽

John Loughran

Keyword(s):

Beginning Teachers ◽

Professional Knowledge ◽

Teacher Talk

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Notary’s Enforcement Inscription as a Way to Resolve Legal Conflicts

Actual Problems of Russian Law ◽

10.17803/1994-1471.2021.132.11.174-179 ◽

2021 ◽

Vol 16 (11) ◽

pp. 174-179

Author(s):

K. A. Korsik

Keyword(s):

Conflict Management ◽

Professional Knowledge

In the paper, the author considers the work of a notary as an activity aimed not only at preventing legal conflicts, but also at assisting in resolving conflicts in the course of a notary’s execution of an enforcement inscription. In this regard, the author analyzes the structure of a legal conflict, as well as the functional and procedural role of a notary in the process of resolving it. In view of the fact that notaries traditionally carry out their activities in the sphere of indisputable jurisdiction, the author makes an attempt to correlate the concepts of "legal conflict" and "indisputability". At the same time, the order and procedural form of execution by a notary of an enforcement inscription is being investigated. The author concludes that the activity of a notary, associated with the execution of an enforcement inscription, provides the socio-legal orientation of counter-subjects, allowing them to resolve the existing legal conflict as quickly and efficiently as possible with the lowest possible costs, which requires professional knowledge from the notary not only in the field of jurisprudence, but also in the field of conflict management.

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