The purpose of this study is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using ICT to create added pedagogical value. Design/methodology/approach.

The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.,A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight

The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK. Teachers’ pedagogical reasoning and reframing of practice in digital contexts. The international journal of information and learning technology, 35 (2), 130-142. 10.1108/IJILT-09-2017-0084 [Mer information] 2021-02-05 · Holmberg, J., Fransson, G., & Fors, U. (2018). Teachers’ pedagogical reasoning and reframing of practice in digital contexts. The international journal of information and learning technology, 35(2), 130–142.

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

serve the propaganda and educational agenda of the governing reporting capabilities, combined with the reframing of their from the fact that digital democracy is an overstated promise rather than Repair for a Broken Economy: Lessons for Circular Economy from an International Interview Study of Repairers · Altmetric usage: 2. Sustainability, 2021, 13( 4).

term pedagogical reasoning is used to describe the integrated processes in which teachers apply and reflect on different aspects of their professional knowledge and practice. Teachers’ pedagogical reasoning in digital contexts thus involves manifesting and reflecting on different aspects of their existing knowledge in practice.

service teachers) future contexts, knowledge of their students’ future students (that is greater opportunities are provided for reframing of situations and of confronting one’s assumptions about practice. 2.9.2 The notion of pedagogical reasoning and action Changing relationships between children’s moral reasoning for inclusion and epistemic beliefs in early years primary classrooms; Digital Play - using pedagogical approaches to teach 21st century skills through play; Learning about Social and Moral Values for Active Citizenship: Educational Policy and Practice in Early Education; Additional 2018-12-28 ConclusionDeveloping Technological Pedagogical Content Knowledge (TPCK) requires teachers to engage with technology, pedagogy and content in contexts that honor the rich connections between them. The learning technology by design approach described above is one approach that explicitly foregrounds these inter-relationships.

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

of theory and practice that the teacher's enhanced understanding of the subject matter is gained. As reflected in these studies, engagement in pedagogical reasoning of planning for teaching or practical problem solving provides an important site for developing pedagogical competence in handling

Therefore, I decided to conduct a study on the interrelation between teachers’ belief and practice in teaching writing in my context so that I could recommend suggestions and EXPLORING PEDAGOGICAL REASONING: READING STRATEGY INSTRUCTION FROM TWO TEACHERS’ PERSPECTIVES Hua Li and Kim Hughes Wilhelm hualigz@126.com, kimhw@umac.mo Abstract _____ This study compares reading lessons given by two teachers in senior middle school classrooms on China’s mainland. 7 V. Aldrin – Didactic Reasoning in Academic Teacher Development improvement of teaching to meet the different students through disparate and alternating societal contexts. The teachers are, in DR, understood as prac-titioners and it is in each teacher’s practices that nourishment for DR is re-trieved. instructional intervention, organizational change, pedagogical content knowledge, pedagogical reasoning, problem-based learning, scholarship of teaching. Introduction Thirty years ago, the academy casually functioned via the myth that college and university faculty only needed expertise in their disciplines in order to be good teachers.

The potential of geospatial technology has not been widely explored and considered in the teacher education literature, despite its ability to function as an interesting pedagogical tool with pre-service teachers (Kerr, 2016). (Shulman, 1987, p.14). Shulman suggests in his footnotes that pedagogical reasoning isn’t totally in the teacher’s domain as in some contexts it can be student initiated plus it doesn’t necessarily include all processes in the prescribed order but it always begins with comprehension. service teachers) future contexts, knowledge of their students’ future students (that is greater opportunities are provided for reframing of situations and of confronting one’s assumptions about practice.
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The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts. Originality/value.

som praktiker "in which students learn science-as-practice, help reframe.
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promote ecological poethics relevant for practice, research and education. Architecture), I am not certain I can return to teaching about these The digital and bodily cartography looked to organising cartographic modes of inquiry is most offen utilized in design contexts reframing existing situations

av Å Andersson · 2019 — 23 digital teaching of digital youth work Work, the development of a Young Person's identity and Moral reasoning. her doctoral research deals person in their context… an empowering practice that advocates for and facilitates a young (2007) 'reframing assessment as if Learning Were important', in d. T. Cerratto Pargman, Unpacking Emergent Teaching Practices with Digital Technology.

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Moving from pedagogical reasoning to technological pedagogical reasoning. Paper presented at the annual meeting of the Society for Information Technology in Teacher Education, Las Vegas, NV. Starkey, L. (2010). Teachers' pedagogical reasoning and action in the digital age. Teachers and Teaching: Theory and Practice, 16(2), 233-244.

J. Holmberg, G. Fransson and U. Fors, Teachers' reframing of practice during U. Fors, Assessing progression of clinical reasoning through virtual patients. Comparing Expert Driving Behavior in Real World and Simulator Contexts. Motivational Teaching in Swedish Secondary English . Working practices that draw on digital literacy skills. 48. Connection 3. and the reframing of English: Activity design and challenges for teachers in contexts of extensive reasoning and digital inquiry in the context of science education.