Teaching Practice and Teacher Knowledge in Geometry Instruction

2017 ◽  
pp. 114-155
Keyword(s):  
Teacher Knowledge ◽  
Teaching Practice ◽  
Geometry Instruction

scholarly journals A Teacher knowledge as a student: socialization practices by pedagogical reflection

2020 ◽  
Vol 8 (1) ◽  
pp. 205-212
Author(s):  
Camila Kuhn Vieira ◽  
Carine Nascimento da Silva ◽  
Bibiana Medeiros Araujo ◽  
Vaneza Cauduro Peranzoni
Keyword(s):  
Teacher Knowledge ◽  
Teaching Practice ◽  
Basic Education ◽  
School Context ◽  
Academic Life ◽  
Critical Perspective ◽  
Education Teacher ◽  
Teaching Knowledge ◽  
New Knowledge ◽  
Student Socialization

The teaching knowledge starts from the premise of reflection and dialogue of the practices experienced by the teacher. Thus, the objective of this research is to analyze the main discussions of the research project ‘Teaching Knowledge of Students of the Pedagogy Course - PARFOR (National Program for Basic Education Teacher Training). The method adopted was through dialogued workshops, with a total of four workshops with themes and discussions about teaching knowledge, entitled as: ‘The teaching practice in the classroom’; ‘I woman, I academic’; ‘Pleasure and Suffering in teaching practice’; ‘The academic life’. The new epistemology of knowledge leads the teacher to reflect in a critical perspective to find a solution, but also to learn new knowledge and transmit in their work / school context.

scholarly journals Technology and ethnography – will it blend? Technological possibilities for fieldwork on transformations of teacher knowledge with videography and video diaries

Seminar.net ◽  
2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Clemens Wieser
Keyword(s):  
Teacher Knowledge ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Classroom Interaction ◽  
Personal Knowledge ◽  
Classroom Teaching ◽  
Knowledge Transformation ◽  
Knowledge For Teaching ◽  
Ethnographic Fieldwork ◽  
Stimulated Recall

Knowledge transformation drives changes in teaching practice. It takes place when a teacher mobilises personal knowledge for teaching. Technology can inform research on how knowledge transforms in practices of distancing from classroom teaching, and how a teacher draws on them to engage with a class. The paper introduces three fieldwork approaches that blend ethnographic fieldwork with technological possibilities: (1) Videographies of classroom interaction document practical educational knowledge of teachers and the orientations they use in classroom interaction. (2) Stimulated recall allows teachers to re-view classroom interaction. In talking about what has happened, teachers can present rationalisations of classroom events and explain how they addressed these events. Stimulated recalls also allow teachers to construct narratives in which they detail lived teaching experiences. Both stimulated recall and narratives document personal educational knowledge of teachers. (3) Video diaries allow teachers to tell stories from places outside of school, places in which they think about teaching and prepare for classes. There, teachers operate with self-technologies that scaffold the transformation of personal knowledge into practical knowledge. A conclusion outlines how data from these three technology-enhanced fields can be integrally analysed.

Student Content Engagement as a Construct for the Measurement of Effective Classroom Instruction and Teacher Knowledge

2005 ◽  
Author(s):  
Mary McLaughlin ◽  
Daniel J. McGrath ◽  
Marisa A. Burian-Fitzgerald ◽  
Lawrence Lanahan ◽  
Marion Scotchmer ◽  
...  
Keyword(s):  
Teacher Knowledge ◽  
Classroom Instruction
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