Representing the practice of teachers' pedagogical knowing:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Turku
Finnish Educational Research Assoc.
2002
|
| Schriftenreihe: | Research in educational sciences
9 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Getr. Zählung |
| ISBN: | 9525401081 |
Internformat
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| 490 | 1 | |a Research in educational sciences |v 9 | |
| 502 | |a Zugl.: Helsinki, Univ., Diss., 2002 | ||
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| 650 | 7 | |a opettajat |2 ysa | |
| 650 | 7 | |a opetustaito |2 ysa | |
| 650 | 7 | |a pedagogiikka |2 ysa | |
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Datensatz im Suchindex
| _version_ | 1804137756235923456 |
|---|---|
| adam_text | Contents
Acknowledgements
............................................9
PARTI
BACKGROUND REVIEW
Chapter
1
Introduction: towards a mindful orientation in
teachers pedagogical knowing
............................13
Coming to terms with the setting
......................................1 3
1
Л
Approaching the practice of teaching-and beyond
.... 1 5
1.2
General aims of the studies
..................................21
Chapter
2
Linking various theoretical approaches
with teachers pedagogical knowing
.....................23
Coming to terms with the idea of practical
......................23
2.1
Knowing as phronesis
..........................................25
2.1.1
Rationality interpretation
..........................27
2.1 .2
sltuational perception and insight
interpretation
..........................................29
2.1.3
Moral character interpretation
...................33
2.1.4
Empowering phronesis
.................................35
2.2
Relational knowing
............................................38
2.2.1
sociocultural construction of knowledge
.....39
2.2.2
Self/other relations in pedagogical knowledge
construction
...........................................41
2.2.3
Rhetorical-responsive knowledge
construction
...........................................43
2.3
The pervasiveness of pedagogical knowing
...............45
2.3.1
Manner in pedagogical practices
..................48
2.3.2
Tact and thoughtfulness in teaching
............50
2.3.3
Teacher s style and identity
........................53
2.4
Summary
..........................................................55
2.4.1
Theory as multifocal and developing
explanation
..............................................55
Chapter
3
Linking various methods with studying teachers
pedagogical knowing
.........................................59
Coming to terms with narrative understanding
................59
3.1
Narrative inquiry: exploring and describing
the landscape
....................................................63
3.1.1
Dataset
.................................................65
3.1.2
Data analysis
...........................................72
3.1.3
The idea of alternative readings and
interpretations
.........................................75
3.2
Multiple cross-case analyses: from contingencies
to relational categories
......................................76
3.2.1
Dataset
.................................................77
3.2.2
Data analysis
..........................................79
3.2.3
The idea of alternative readings and
interpretations
.........................................81
3.3
Individual case studies: from description to
explanation-an
d
then to prolonged reflection
........81
3.3.1
Dataset
.................................................82
3.3.2
Data analysis
..........................................84
3.3.3
The idea of alternative readings and
interpretations
.........................................86
3.4
Summary
..........................................................87
3.4.1
Understanding validation in narrative
STUDIES
....................................................87
Chapter
4
Results
...................................................................89
Coming to terms with broad descriptions of results
........89
4.1
Care and respect for students
..............................91
4.2
Compelling power of personal justifications
.............93
4.3
Absence of a shared code of practice
.....................94
4.4
Balancing the personal with the public
...................96
4.5
Pedagogical uncertainty
.....................................98
Chapter
5
Discussion
....................................................101
Coming to terms with contraries and uncertainties
in teaching
.......................................................................1 01
5.1
Insights into teacher learning
............................102
References
................................................................105
|
| adam_txt |
Contents
Acknowledgements
.9
PARTI
BACKGROUND REVIEW
Chapter
1
Introduction: towards a mindful orientation in
teachers' pedagogical knowing
.13
Coming to terms with the setting
.1 3
1
Л
Approaching the practice of teaching-and beyond
. 1 5
1.2
General aims of the studies
.21
Chapter
2
Linking various theoretical approaches
with teachers' pedagogical knowing
.23
Coming to terms with the idea of practical
.23
2.1
Knowing as phronesis
.25
2.1.1
Rationality interpretation
.27
2.1 .2
sltuational perception and insight
interpretation
.29
2.1.3
Moral character interpretation
.33
2.1.4
Empowering phronesis
.35
2.2
Relational knowing
.38
2.2.1
sociocultural construction of knowledge
.39
2.2.2
Self/other relations in pedagogical knowledge
construction
.41
2.2.3
Rhetorical-responsive knowledge
construction
.43
2.3
The pervasiveness of pedagogical knowing
.45
2.3.1
Manner in pedagogical practices
.48
2.3.2
Tact and thoughtfulness in teaching
.50
2.3.3
Teacher's style and identity
.53
2.4
Summary
.55
2.4.1
Theory as multifocal and developing
explanation
.55
Chapter
3
Linking various methods with studying teachers'
pedagogical knowing
.59
Coming to terms with narrative understanding
.59
3.1
Narrative inquiry: exploring and describing
the landscape
.63
3.1.1
Dataset
.65
3.1.2
Data analysis
.72
3.1.3
The idea of alternative readings and
interpretations
.75
3.2
Multiple cross-case analyses: from contingencies
to relational categories
.76
3.2.1
Dataset
.77
3.2.2
Data analysis
.79
3.2.3
The idea of alternative readings and
interpretations
.81
3.3
Individual case studies: from description to
explanation-an
d
then to prolonged reflection
.81
3.3.1
Dataset
.82
3.3.2
Data analysis
.84
3.3.3
The idea of alternative readings and
interpretations
.86
3.4
Summary
.87
3.4.1
Understanding validation in narrative
STUDIES
.87
Chapter
4
Results
.89
Coming to terms with broad descriptions of results
.89
4.1
Care and respect for students
.91
4.2
Compelling power of personal justifications
.93
4.3
Absence of a shared code of practice
.94
4.4
Balancing the personal with the public
.96
4.5
Pedagogical uncertainty
.98
Chapter
5
Discussion
.101
Coming to terms with contraries and uncertainties
in teaching
.1 01
5.1
Insights into teacher learning
.102
References
.105 |
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| spelling | Husu, Jukka Verfasser aut Representing the practice of teachers' pedagogical knowing Jukka Husu Turku Finnish Educational Research Assoc. 2002 Getr. Zählung txt rdacontent n rdamedia nc rdacarrier Research in educational sciences 9 Zugl.: Helsinki, Univ., Diss., 2002 ajattelu ysa opettajat ysa opetustaito ysa pedagogiikka ysa tietämys ysa Lehrerbildung (DE-588)4035093-9 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Lehrerbildung (DE-588)4035093-9 s b DE-604 Research in educational sciences 9 (DE-604)BV023388916 9 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016565786&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Husu, Jukka Representing the practice of teachers' pedagogical knowing Research in educational sciences ajattelu ysa opettajat ysa opetustaito ysa pedagogiikka ysa tietämys ysa Lehrerbildung (DE-588)4035093-9 gnd |
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| title | Representing the practice of teachers' pedagogical knowing |
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| title_full | Representing the practice of teachers' pedagogical knowing Jukka Husu |
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