Practice Theory Perspectives on Pedagogy and Education Praxis, Diversity and Contestation /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Grootenboer, Peter (Επιμελητής έκδοσης), Edwards-Groves, Christine (Επιμελητής έκδοσης), Choy, Sarojni (Επιμελητής έκδοσης)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Singapore : Springer Singapore : Imprint: Springer, 2017.
• Θέματα: Education.; School management and organization.; School administration.; Educational policy.; ducation and state.; Teaching.; Administration, Organization and Leadership.; Educational Policy and Politics.; Learning & Instruction.; Teaching and Teacher Education.

This book examines the way in which the “practice turn” in education and pedagogy offers unique perspectives on the nature of educational work. Through a plurality of “practice theories” deeper understandings emerge about a range of education and concepts, providing useful tools for advancing and de...

Πίνακας περιεχομένων:

• Chapter 1 Practice Theory and Education: Diversity and Contestation
• Chapter 2 Practices and Learning
• Chapter 3 Learning a Being 'Stirred in' to Practices
• Chapter 4 Theorising the Co-occurence of Remaking Occupational Practices and their Learning
• Chapter 5 Practice, the Body and Pedagogy: Attuning as a Basis for Pedagogies of the Unknown
• Chapter 6 Practice Architectures of University Education
• Chapter 7 Educational Practice as Praxis: Understanding and Challenging Neoliberal Conditions in University Settings
• Chapter 8 Teaching Practice in Australian Vocational Education and Training: A Practice Theory Analysis
• Chapter 9 Learning Practices: Financial Literacy in an Aboriginal Community
• Chapter 10 Teaching and Learning as Social Interaction: Salience and Relevance in Classroom Lesson Practices? Chapter 11 Teacher Research: A Knowledge-Producing Profession?
• Chapter 12 Reclaiming Education in Educational Leadership
• Chapter 13 Leading from the Milddle: A Praxis-Oriented Practice
• Chapter 14 Provoking a (re)newed: Frontier in Theorising Educational Practice.