Synthesising theory and practice in teacher education through learning study
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Título: | Synthesising theory and practice in teacher education through learning study |
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Autor/es: | Wood, Keith |
Palabras clave: | Learning study | Variation theory | Pedagogical knowledge |
Área/s de conocimiento: | Teoría e Historia de la Educación |
Fecha de publicación: | 2013 |
Editor: | Universidad de Alicante. Facultad de Educación |
Cita bibliográfica: | WOOD, Keith. “Synthesising theory and practice in teacher education through learning study”. Educational Research eJournal [en línea]. Vol. 2, No. 1 (2013). ISSN 2254-0385, pp. 1-13. http://www.erej.ua.es/rdd/article/view/39 [Fecha de consulta: 18-1-2013] |
Resumen: | This paper outlines and exemplifies the features of Learning Study, a form of teacher action research which has the potential to create the conditions necessary for building pedagogical knowledge. Learning Study is a coalescence of lesson study, design based research and the Variation Theory of learning. It places emphasis on the determination of the object of learning and its critical aspects as a precursor to the design of learning situations. The Learning Study process and outcomes are described here with reference to a study of high school students learning to interpret contour maps. Being explicit about learning theory is seen to afford the opportunity to transform teacher education and professional development through clinical practice. |
URI: | http://hdl.handle.net/10045/26416 |
ISSN: | 2254-0385 |
DOI: | 10.5838/erej.2013.21.01 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | Licencia Creative Commons Reconocimiento 3.0 |
Revisión científica: | si |
Versión del editor: | http://dx.doi.org/10.5838/erej.2013.21.01 |
Aparece en las colecciones: | Educational Research eJournal - 2013, Vol. 2, No. 1 |
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EREJ_02_01_01.pdf | 835,1 kB | Adobe PDF | Abrir Vista previa | |
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