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Critiquing Praxis

Conceptual and Empirical Trends in the Teaching Profession

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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.

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.

The Handbook of Mathematics Teacher Education: Volume 4

The Mathematics Teacher Educator as a Developing Professional

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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

Power, Pedagogy and Praxis

Social Justice in the Globalized Classroom

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Edited by Shannon A. Moore and Richard C. Mitchell

The aim of the text is to respond to gaps in an emergent discourse running along minority/majority world fault lines through various perspectives linking globalization, education and human rights. The editors’standpoint allows the consideration of equity in education as the foremost expression of social justice in this era of economic and technological globalization regardless of political or cultural contexts. This project continues the tradition of critical social pedagogy in creating common ground that accesses new approaches to political and classroom-based relations of power and praxis.

Professional Care and Vocation

Cultivating Ethical Sensibilities in Teaching

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Timothy W. Wineberg

This book integrates the traditional understanding of a profession—a calling to selfless service for the public good, through the pursuit of a learned art—with that of vocation—work that offers a deep sense of personal fulfilment, meaning, and identity. Professions are moral endeavours since they require vulnerable individuals to trust in the competence and integrity of someone who professes to care for them. Currently, most versions of professional ethics narrowly focus upon standards of conduct or upon ethical dilemmas. Yet these are rarely compelling enough to change us—they are not morally formative.
This volume takes a different tack to doing ethics. It explicitly targets the moral development of educators. This is crucial because as we develop our sensibilities of perception and qualities of character, we can better interpret practice situations and respond fittingly. Moreover, this approach to ethics seeks to reconceptualize our professional obligation: to embody it in more adequate metaphors, and to revitalize its relational dimension. In this view, our task as educators is to seek out those relational metaphors, images, and narratives of practice which are profound enough to shape our self-perceptions and to fund our moral formation. This book explores five ethical spheres—sacrifice, community, craft, tradition, and moral imagination—and five respective pedagogical images which illuminate the nature of professional care—servant, moral friend, mentor, covenantor, and moral companion. When critically engaged and appropriated, these rich metaphorical images provide clarity, order, and meaning to our perceptions and powerful imperatives for our own moral development.

Edited by Gillian Judson

This book offers a detailed examination of imagination in learning. Teachers working with the ideas of Imaginative Education in their classrooms provide examples that cover multiple curricular areas and span elementary through secondary school contexts. “Imagination” has moved in recent years from being considered some kind of educational frill to a recognized main workhorse of teaching and learning. It is this new perspective that this book celebrates and exemplifies. The book is divided between teachers’ and researchers’ voices, both exploring a range of ways in which the imagination can be used in everyday classrooms to enhance learning and increase the satisfactions of teaching. This book demonstrates how engaging the imagination lies at the core of effective education.

Teaching Scientific Inquiry

Recommendations for Research and Implementation

Edited by Richard A. Duschl and Richard E. Grandy

What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Science Inquiry presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American ‘science studies’ and ‘learning science’scholars. The conference goal: forge consensus views about images of inquiry that could inform teaching science through inquiry. The conference outcomes: recommendations for “Enhanced Scientific Method”, “Extended Immersion Units of Instruction”, and “Teacher Professional Development Models”. The edited volume will appeal to individuals interested in science learning as well as the design of learning environments. Scholars, policy makers, teacher educators and teachers will find this volume’s recommendations provocative and insightful. Twentieth century scientific advances with new tools, technologies, and theories have changed what it means to do science, to engage in scientific inquiry and to describe science as a way of knowing. Advances in ‘science studies’ disciplines are updating views about the nature of scientific inquiry. Advances in the cognitive and ‘learning sciences’ are altering understandings about knowledge acquisition, meaning making, and conditions for school learning. The conference papers, commentaries and panel reflections advance novel views about both children’s learning and the nature of science.

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Edited by Ray Land, Jan H.F. Meyer and Jan Smith

Threshold Concepts within the Disciplines brings together leading writers from various disciplines and national contexts in an important and readable volume for all those concerned with teaching and learning in higher education.
The foundational principle of threshold concepts is that there are, in each discipline, ‘conceptual gateways’ or ‘portals’ that must be negotiated to arrive at important new understandings. In crossing the portal, transformation occurs, both in knowledge and subjectivity. Such transformation involves troublesome knowledge, a key concern for contributors to this book, who identify threshold concepts in their own fields and suggest how to deal with them.
Part One extends and enhances the threshold concept framework, containing chapters that articulate its qualities, its links to other social theories of learning and other traditions in educational research.
Part Two encompasses the disciplinary heart of the book with contributions from a diversity of areas including computing, engineering, biology, design, modern languages, education and economics. In the many empirical case studies educators show how they have used the threshold concept framework to inform and evaluate their teaching contexts. Other chapters emphasise the equally important ‘being and becoming’ dimension of learning.
Part Three suggests pedagogic directions for those at the centre of the education project with contributions focusing on the socialisation of academics and their continuing quest to be effective teachers.
The book will be of interest to disciplinary teachers, educational researchers and educational developers. It also is of relevance to issues in quality assurance and professional accreditation.

Totems and Taboos

Risk and Relevance in Research on Teachers and Teaching

Edited by Jeanne Adèle Kentel and Andrew Short

Totems and Taboos: Risk and Relevance in Research on Teachers and Teaching, is a compilation of selected papers from the 2007 Biennial conference of the International Study Association on Teachers and Teaching (ISATT), held at Brock University. This volume contains keynote addresses and papers based on thematic presentations delivered at the conference; namely, critically investigative items which have been sacred to systems, institutions, and educational practitioners, in order to inform the theory and practice of teaching and research. While consideration of the native or aboriginal historical tradition of Canada was instrumental in developing a theme dealing with the nature of totems, it was recognized that such a heritage informs research and practice regardless of national borders. The papers included in this book reflect global perspectives on the conference theme and include thinkers from Australia, Brazil, Canada, Denmark, Finland, Germany, Great Britain, Israel, Slovenia, Turkey, and the United States. In addition the writings of seasoned academics and well published authors, the totems of the field so to speak are situated alongside papers from academic newcomers who have broken the taboo of not speaking in the presence of more experienced company.

The central metaphor of this book is the high wire or tightrope journey across Niagara Falls upon which we oscillate between the falsely dichotomous notions of research and teaching. The tension in leaning towards one side or the other is presented as a negotiated process of balancing research and teaching which maintains our progress forward in the field. Overlooking this edgy relationship will cause one to lean too much in one direction and fall into the chasm underneath. Thus the sections of this book are designed to examine educational progress across this high wire while maintaining awareness of the risks taken on this journey. Each paper is relevant to particular phases in this high wire walk and portrays the journeys of the authors within in order to inform the path of others.

Towards Scientific Literacy

A Teachers' Guide to the History, Philosophy and Sociology of Science

Derek Hodson

This book is a guide for teachers, student teachers, teacher educators, science education researchers and curriculum developers who wish to get to grips with the vast and complex literature encompassing the history of science, philosophy of science and sociology of science (HPS). A number of books cover essentially the same ground, but what makes this book unique is that it is written from the perspective of science education. The author’s purpose is twofold. First, to identify, clarify and critique elements in the HPS literature that are of key importance in developing students’scientific and technological literacy, as defined in the opening chapter of the book. Second, to enhance teachers’ capacity to build and present curricula that afford a much higher profile to HPS than has been traditional. The significance of the book can be judged from the prominence given to nature of science understanding in much recent international debate and writing in science education and in the plethora of influential reports on science and technology education published around the world that identify HPS knowledge and understanding as central components of 21st century science education.