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Subject Cultures and Pedagogy
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Teaching a subject requires a teacher understand its language, epistemology and traditions, and how these things govern what is appropriate for teaching and learning. This book examines how teachers' experiences of mathematics and science subject cultures, including traditions of practice, beliefs, and basic assumptions, influence their secondary school mathematics and science teaching. Four themes emerged from classroom observations and interviews with six teachers: the nature of curriculum organisation; the role of learning experientially through hands-on experiences; the translation of "relevance" as a school culture imperative into teachers' conceptions of, and practices in, the subject; and the role of aesthetic understanding in how teachers' experience, situate themselves within, and negotiate boundaries between the two subject cultures. The significance of the research lies in its contribution to improved understanding of the demands associated with subject teaching. The book outlines implications for teachers who are teaching "out-of-field", and for the way we conceptualise pedagogical description as generic or subject specific. Books Books ~~ Education & Teaching~~ Secondary Subject-Cultures-and-Pedagogy~~Linda-Darby AV Akademikerverlag GmbH & Co. KG. Teaching a subject requires a teacher understand its language, epistemology and traditions, and how these things govern what is appropriate for teaching and learning. This book examines how teachers' experiences of mathematics and science subject cultures, including traditions of practice, beliefs, and basic assumptions, influence their secondary school mathematics and science teaching. Four themes emerged from classroom observations and interviews with six teachers: the nature of curriculum organisation; the role of learning experientially through hands-on experiences; the translation of 'relevance' as a school culture imperative into teachers' conceptions of, and practices in, the subject; and the role of aesthetic understanding in how teachers' experience, situate themselves within, and negotiate boundaries between the two subject cultures. The significance of the research lies in its contribution to improved understanding of the demands associated with subject teaching. The book outlines implications for teachers who are teaching 'out-of-field', and for the way we conceptualise pedagogical description as generic or subject specific.

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Subject Cultures and Pedagogy - Linda Darby
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Teaching a subject requires a teacher understand its language, epistemology and traditions, and how these things govern what is appropriate for teaching and learning. This book examines how teachers' experiences of mathematics and science subject cultures, including traditions of practice, beliefs, and basic assumptions, influence their secondary school mathematics and science teaching. Four themes emerged from classroom observations and interviews with six teachers: the nature of Teaching a subject requires a teacher understand its language, epistemology and traditions, and how these things govern what is appropriate for teaching and learning. This book examines how teachers' experiences of mathematics and science subject cultures, including traditions of practice, beliefs, and basic assumptions, influence their secondary school mathematics and science teaching. Four themes emerged from classroom observations and interviews with six teachers: the nature of curriculum organisation; the role of learning experientially through hands-on experiences; the translation of "relevance" as a school culture imperative into teachers' conceptions of, and practices in, the subject; and the role of aesthetic understanding in how teachers' experience, situate themselves within, and negotiate boundaries between the two subject cultures. The significance of the research lies in its contribution to improved understanding of the demands associated with subject teaching. The book outlines implications for teachers who are teaching "out-of-field", and for the way we conceptualise pedagogical description as generic or subject specific. Books, Education & Teaching~~Secondary, Subject-Cultures-and-Pedagogy~~Linda-Darby, 999999999, Subject Cultures and Pedagogy, Linda Darby, 3838344308, AV Akademikerverlag GmbH & Co. KG., , , , , AV Akademikerverlag GmbH & Co. KG.

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Comparing Secondary Mathematics and Science - Buch, gebundene Ausgabe, 296 S., Beilagen: Paperback, Erschienen: 2010 LAP Lambert Acad. Publ. Teaching a subject requires a teacher understand its language, epistemology and traditions, and how these things govern what is appropriate for teaching and learning. This book examines how teachers' experiences of mathematics and science subject cultures, including traditions of practice, beliefs, and basic assumptions, influence their secondary school mathematics and science teaching. Four themes emerged from classroom observations and interviews with six teachers: the nature of curriculum organisation; the role of learning experientially through hands-on experiences; the translation of 'relevance' as a school culture imperative into teachers' conceptions of, and practices in, the subject; and the role of aesthetic understanding in how teachers' experience, situate themselves within, and negotiate boundaries between the two subject cultures. The significance of the research lies in its contribution to improved understanding of the demands associated with subject teaching. The book outlines implications for teachers who are teaching 'out-of-field', and for the way we conceptualise pedagogical description as generic or subject specific.

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Teaching a subject requires a teacher understand its language, epistemology and traditions, and how these things govern what is appropriate for teaching and learning. This book examines how teachers' experiences of mathematics and science subject cultures, including traditions of practice, beliefs, and basic assumptions, influence their secondary school mathematics and science teaching. Four themes emerged from classroom observations and interviews with six teachers: the nature of curriculum organisation; the role of learning experientially through hands-on experiences; the translation of "relevance" as a school culture imperative into teachers' conceptions of, and practices in, the subject; and the role of aesthetic understanding in how teachers' experience, situate themselves within, and negotiate boundaries between the two subject cultures. The significance of the research lies in its contribution to improved understanding of the demands associated with subject teaching. The book outlines implications for teachers who are teaching "out-of-field", and for the way we conceptualise pedagogical description as generic or subject specific., [PU: LAP Lambert Academic Publishing], [CT: Varia]

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Subject Cultures and Pedagogy - Darby, Linda
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2010, ISBN: 3838344308

Gebundene Ausgabe, ID: 7198797

Comparing Secondary Mathematics and Science - Buch, gebundene Ausgabe, 296 S., Beilagen: Paperback, Erschienen: 2010 LAP Lambert Acad. Publ.

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Subject Cultures and Pedagogy
Autor:

Darby, Linda

Titel:

Subject Cultures and Pedagogy

ISBN-Nummer:

9783838344300

Teaching a subject requires a teacher understand its language, epistemology and traditions, and how these things govern what is appropriate for teaching and learning. This book examines how teachers' experiences of mathematics and science subject cultures, including traditions of practice, beliefs, and basic assumptions, influence their secondary school mathematics and science teaching. Four themes emerged from classroom observations and interviews with six teachers: the nature of curriculum organisation; the role of learning experientially through hands-on experiences; the translation of 'relevance' as a school culture imperative into teachers' conceptions of, and practices in, the subject; and the role of aesthetic understanding in how teachers' experience, situate themselves within, and negotiate boundaries between the two subject cultures. The significance of the research lies in its contribution to improved understanding of the demands associated with subject teaching. The book outlines implications for teachers who are teaching 'out-of-field', and for the way we conceptualise pedagogical description as generic or subject specific.

Detailangaben zum Buch - Subject Cultures and Pedagogy


EAN (ISBN-13): 9783838344300
ISBN (ISBN-10): 3838344308
Gebundene Ausgabe
Taschenbuch
Erscheinungsjahr: 2010
Herausgeber: AV Akademikerverlag GmbH & Co. KG.

Buch in der Datenbank seit 27.12.2009 12:28:45
Buch zuletzt gefunden am 06.12.2015 15:09:02
ISBN/EAN: 9783838344300

ISBN - alternative Schreibweisen:
3-8383-4430-8, 978-3-8383-4430-0

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