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Critiquing Praxis

Conceptual and Empirical Trends in the Teaching Profession

Series:

Edited by Jan Ax and Petra Ponte

Critiquing Praxis describes the contemporary state of the teaching profession based on different aspects of Dutch educational praxis, and the descriptions are followed by reflections from Australia and Scandinavian perspectives. Its critique of the current state of the profession, especially in the face of the centralisation of education policy and the decentralisation of responsibility to schools, has widespread application elsewhere in the world. The volume does not aim to judge those who made choices about schools and teacher education in the past; rather it aims to offer an evaluation of how the perspectives that shaped past choices were themselves shaped by ways of understanding the world, and by past historical conditions. In our turn, we who are making such choices and responding to such challenges now will ourselves be judged by history. That being so, we should prepare ourselves by learning from history. Critiquing Praxis offers us a unique opportunity to do that with a praxis model for critique that is mainly based on European perspectives in pedagogy and sociology.

Deployed to Deliver

The Displaced Agency of Teachers in Globalised Education Systems

Athena Vongalis-Macrow

Education is a vital institution for balancing the excesses of globalisation and changing understandings of civic and global responsibility. However, education policy often bows to promoting education that dovetails with a global economy increasingly predicated on consumption and competition. What can teachers do? Under these circumstances, is policy for education really about education? Deployed to Deliver: Teachers in Globalised Education Systems investigates these and other questions and the dilemmas they pose for national, international and supranational educational policy makers, educators, social theorists and practitioners. It works from the premise that education policy for a knowledge society necessitates a critical analysis of global agencies and how they reconstruct education for a global economy. If we are to understand that education has its negative and positive manifestations and possibilities, we need to go beyond the simplistic agendas of global agencies and problematise the view of the future.

The Emperor's New Computer

ICT, Teachers and Teaching

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Edited by Tony Di Petta

c ICT’s subtle and seductive impact on educational administration; globalisation; curriculum design, development and delivery; and teacher roles and responsibilities has challenged the privileged notion of how education in society is or should be delivered. Most schools and curricula require ICT enabled or supported courses as part of their mission or design. Yet the seeming ubiquitous adoption of ICT has not made the technology’s use any less controversial. There is much that is still puzzling and troubling about Information and Communication Technology and its impact on teachers and learners. The Emperor’s New Computer: ICT, Teaching and Learning presents nine chapters that reflect international points of view on the intersection of Information and Communication Technology and education, pose critical questions about ICT’s use and examine ways of navigating the complex paths that ICT has carved in all aspects of global education, society and culture.

Enabling Praxis

Challenges for Education

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Edited by Stephen Kemmis and Tracey J. Smith

In a range of professions, professional practice today is under threat. It is endangered, for example, by pressures of bureaucratic control, commodification, marketization, and the standardisation of practice in some professions. In these times, there is a need for deeper understandings of professional practice and how it develops through professional careers. Enabling Praxis: Challenges for education explores these questions in the context of initial and continuing professional education of teachers. It presents a theory of the development of praxis—morally committed action oriented by tradition—to show the ways praxis is enabled and constrained by the cultural-discursive, material and social-political conditions under which professional practice occurs. It introduces the notion of ‘practice architectures’ to show how particular conditions for practice shape the possibilities of praxis. The way these processes work is illustrated by detailed exploration of a number of cases of praxis development in a variety of educational settings, at a variety of levels—in teacher education for schools and for vocational education and training, in the continuing professional education of teachers, in educational administration, and in informal, community-based education for sustainability initiatives. The book provides conceptual resources that permit deeper analysis of the character, conduct and consequences of professional practice. It concludes with challenges for education, and for initial and continuing teacher education, suggesting that the contemporary threats to education as a professional practice call for revitalisation of the profession, professional bodies and the intellectual traditions that orient and guide educational practice.

Examining Praxis

Assessment and Knowledge Construction in Teacher Education

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Edited by Matts Mattsson, Inge Johansson and Birgitta Sandström

Fractions, Percentages, Decimals and Proportions

A Learning-Teaching Trajectory for Grade 4, 5 and 6

Series:

Frans van Galen, Els Feijs, Nisa Figueiredo, Koeno Gravemeijer, Els van Herpen and Ronald Keijzer

This book describes the field of fractions, percentages, decimals and proportions. It shows the relations between these topics, and how they can be taught in a way that emphasizes these relations.
The book also describes the need for change in the way we teach mathematics. The authors argue for a shift in emphasis from “acquired skill” to “understanding”. First and foremost, students should grasp the underlying concepts. Placing less high demands on the skill level of students in the use of formal procedures can set free time that can be invested in in-depth understanding.

Getting Involved

Global Citizenship Development and Sources of Moral Values

Series:

Edited by Fritz K. Oser and Wiel Veugelers

Getting involved' in society means becoming a human person by doing something for others and thus being connected to mankind and society. Youngsters who get involved, give meaning to life and develop a feeling of agency. But ‘getting involved’ is not easy. Getting involved’ is necessary for living together, creating democracy and sustainability of a global world. The paradox is that in a modern, multicultural society ‘getting involved’ is even more important than in a traditional, more monocultural society.
‘Getting involved’ relates to various scientific orientations. Political, sociological, psychological and pedagogical questions are at issue, and all of these will be consulted in this volume. The main perspective however remains the issue of identity development relating to ‘getting involved’, and will therefore be psychological.
This book gives a broad overview of current research in the field of moral development and citizenship. It shows the diversity of concepts, research methodologies, and educational practices. The book also shows the influence of local social, cultural and political contexts.
The book can help researchers, teacher educators, politicians and practitioners in finding new and better ways of supporting youngsters in their moral and civic identity development.

The Handbook of Mathematics Teacher Education: Volume 2

Tools and Processes in Mathematics Teacher Education

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Edited by Dina Tirosh and Terry Wood

The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes.
Volume 2, Tools and Processes in Mathematics Teacher Education, focuses on the “how” of mathematics teacher education. In this volume, the authors share with the readers their invaluable experience in employing different tools in mathematics teacher education. This accumulated experience could assist teacher educators, researchers in mathematics education and those involved in policy decisions on teacher education in making decisions about both the tools and the processes to be used for various purposes in mathematics teacher education.
There are four sections. The first describes and discusses four successful ways of using cases in mathematics teacher education, including narratives, mathematics case discussions, video-recordings, and lesson studies. The second presents predominant tools that are used in mathematics teacher education, two textual tools (written tasks and examples) and two physical tools (manipulatives and machines). The third section suggests ways in which the accumulated research on common students’ ways of thinking contributes to the development of tools and processes in mathematics teacher education. The last section provides critical response and general perspective, raising questions such as: How can the teaching of mathematics be used as a tool to promote general educational values? What are the dimensions of proficient teaching? The concluding chapter offers a provisional framework consisting of a set of seven dimensions of proficiency for teaching mathematics.
Together, the chapters provide various promising tools and processes for facilitating the acquisition of major proficiencies needed for teaching mathematics, and principles that could guide the selection and use of such tools.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9
VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0
VOLUME 3:
Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks
Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1
VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1

The Handbook of Mathematics Teacher Education: Volume 3

Participants in Mathematics Teacher Education

Series:

Edited by Konrad Krainer and Terry Wood

This Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes.

VOLUME 3: Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks addresses the “who” question of mathematics teacher education. The authors focus on the various kinds of participants in mathematics teacher education, professional development and reform initiatives. The chapters deal with prospective and practising teachers as well as with teacher educators as learners, and with schools, districts and nations as learning systems.

The Handbook of Mathematics Teacher Education: Volume 4

The Mathematics Teacher Educator as a Developing Professional

Series:

Edited by Barbara Jaworski and Terry Wood

The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes.
Volume 4 of this handbook has the title The Mathematics Teacher Educator as a Developing Professional. The volume seeks to complement the other three volumes by focusing on knowledge and roles of teacher educators working with teachers in teacher education processes and practices. In this respect it is unique. Chapter authors represent a community of teacher educators world wide who can speak from practical, professional and theoretical viewpoints about what it means to promote teacher education practice.
The volume is in 3 main sections. In the first we focus on Challenges to and Theory in Mathematics Teacher Education. Here authors write from perspectives of theory and/or challenge and relate this to examples and insights from their practice. The second section, Reflection On Developing as a Mathematics Teacher Educator has four autobiographical chapters in which authors delineate their experiences as teacher educators and relate these to theoretical and/or moral standpoints. In Section 3, Working With Prospective and Practising Teachers: What We Learn; What We Come to Know, authors write from perspectives on practice—in many cases, the practices in which they themselves have engaged—and relate this to theoretical perspectives and rationales for teacher education programmes.
The volume also has an introductory chapter in which the purpose and content of the volume is set out, and a final chapter that syntheses themes and issues from the chapters as a whole, offering an overview of the field and suggesting future directions.
Bibliographical Information for the complete set:
VOLUME 1:
Knowledge and Beliefs in Mathematics Teaching and Teaching Development
Peter Sullivan, Monash University, Clayton, Australia and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-541-5, hardback: 978-90-8790-542-2, ebook: 978-90-8790-543-9
VOLUME 2:
Tools and Processes in Mathematics Teacher Education
Dina Tirosh, Tel Aviv University, Israel and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-544-6, hardback: 978-90-8790-545-3, ebook: 978-90-8790-546-0
VOLUME 3:
Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks
Konrad Krainer, University of Klagenfurt, Austria and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-547-7, hardback: 978-90-8790-548-4, ebook: 978-90-8790-549-1
VOLUME 4:
The Mathematics Teacher Educator as a Developing Professional
Barbara Jaworski, Loughborough University, UK and Terry Wood, Purdue University, West Lafayette, USA (eds. )
paperback: 978-90-8790-550-7, hardback: 978-90-8790-551-4, ebook: 978-90-8790-552-1