Article2005

On modeling our understanding of the practice fields

67 citations0/0 files storedPedagogy Culture and Society

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Innovative Education and Learning Practices Teacher Education and Leadership Studies Educational Theory and Curriculum Studies

Abstract

Our understanding of the kinds of knowledge demanded for the practice fields is intimately connected to a broader set of ideas linking practice, inquiry, and learning. This article aims to illustrate two mental models or frameworks, each of which carries different assumptions about the meaning of practice, knowledge, inquiry and learning.

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References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1989Situated Cognition and the Culture of Learning 2002Toward a Theory of Social Practices 2001Making Social Science Matter 2005The Practice Turn in Contemporary Theory 1999The Audit Society: Rituals of Verification 1998The Audit Society: Rituals of Verification

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2012Effective professional learning communities? The possibilities for teachers as agents of change in schools 2010How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge 2009What Is Professional Practice? Recognising and Respecting Diversity in Understandings of Practice 2016On ‘the subject’ of planning’s public interest 2014Is ethical sensitivity in teaching culturally bound? Comparing Finnish and Iranian teachers’ ethical sensitivity 2011Moral care and caring pedagogy: two dimensions of teachers’praxis

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