An Interactional and Aligned Educational Design Framework to Support Teachers' Pedagogical Reasoning

2021 ◽  
pp. 516-533
Author(s):  
Jörgen Holmberg ◽  
Göran Fransson
Keyword(s):  
Teacher Education ◽  
Digital Technologies ◽  
Design Framework ◽  
Development Programs ◽  
Educational Design ◽  
Pedagogical Reasoning ◽  
Design Practices ◽  
Theoretical Design ◽  
Education And Development ◽  
Supporting Teachers

This chapter presents and problematizes a theoretical design framework for understanding and supporting teachers' pedagogical reasoning in online contexts. The framework synthesizes existing educational theories to illustrate how digital technologies can be used to create interactional and aligned educational designs and is therefore referred to as the IAED framework. The IAED framework can be used in teacher education and development programs, and by teachers, researchers, educational designers, and others. In the chapter, empirical examples and analysis are provided to illustrate and discuss how the IAED framework can be used to (1) support teachers' pedagogical reasoning and educational design practices, (2) evaluate existing educational designs and design practices, and (3) study educational designs and design practices, as well as (changes in) teachers' pedagogical reasoning.

scholarly journals JALT2014 Plenary Speaker article: An invitation to reflect on practice

2014 ◽  
Vol 38 (4) ◽  
pp. 3
Author(s):  
Thomas Farrell
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Development Programs ◽  
Common Term ◽  
Education And Development

Reflective practice is now a common term in many teacher education and development programs worldwide. Although definitions of reflective practice may vary in different programs, it generally means teachers systematically collect information about their classroom happenings, and then analyze and evaluate this information and compare it to their underlying assumptions and beliefs so that they can make changes and improvements to their teaching. This paper outlines what reflective practice is, why it is important, and how teachers can reflect. 内省の実践（意識的に深く考え注意深く観察する）というのは世界中の多くの教員養成課程で使われている一般的な用語である。内省の実践の定義は、それぞれの教科課程で異なっているかもしれないが、一般的には、授業の向上と工夫のために、教師がクラス内の情報を体系的に集め、この情報を分析・評価し、自分達の教育の前提や信条と比較する、ということを意味している。本論では内省の実践とは何か、なぜそれが重要なのか、どのように教師は授業に反映できるかについて要点を述べる。

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

scholarly journals Teacher Education and Development in Africa: A Modern Perspective

2020 ◽  
Vol 3 (1) ◽  
pp. 107
Author(s):  
Peter Wekesa Wamalwa ◽  
Edwin Nyongesa Masibo
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
New Developments ◽  
Teacher Education Programme ◽  
Emerging Issues ◽  
Education And Development ◽  
Education And Society ◽  
The Relationship

Teacher education programme is a critical component of education and the life of any society. It normally lays the very foundations of the society. It spurs and pushes the various aspects of development in the society through well-established culture and character of such a society. But for this programme of education to perform this development function efficiently it must be well designed, developed and constantly reformed and modernized so as to keep it abreast with the emerging issues both in education and society. This process is only possible through the conduct of regular studies in education and society to establish new developments and also facilitate the generation of relevant innovations to promote the quality of Teacher education programme. However, there is no evidence that such a process has ever been initiated and conducted in Teacher education programme since the inception of this programme in modern Africa. This paper is designed to explore the importance of Teacher education programme in modern Africa, the relationship between Teacher education programme and development in modern Africa, the roe of this programme in modern Africa, strategies of harnessing the programme for development in modern Africa and the challenges of the programme in modern Africa. This narrative is likely to shade light on the need of Teacher education programme in development in modern Africa and the role of innovative research in this process. Hence, set in motion the desired development in modern Africa.

scholarly journals Learning to Unlearn, and then Relearn: Thinking about Teacher Education within the COVID-19 Pandemic Crisis

2021 ◽  
Vol 21 (2) ◽  
pp. 521-546
Author(s):  
Alessandra Coutinho Fernandes ◽  
Sandra Regina Buttros Gattolin
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Technology In Education ◽  
Traditional Teaching ◽  
Personal Lives ◽  
Deep Process ◽  
Use Of Technology

ABSTRACT For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.

Pedagogical Reasoning in Teacher Education

2016 ◽  
pp. 387-421 ◽  
Author(s):  
John Loughran ◽  
Stephen Keast ◽  
Rebecca Cooper
Keyword(s):  
Teacher Education ◽  
Pedagogical Reasoning
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