Time for digital inclusion at scale

  (Voogt et al, 2011) Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., & De Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235-1244. https://doi.org/10.1016/j.tate.2011.07.003 https://research.ou.nl/ws/portalfiles/portal/1027320/VoogtEtAl-TATE.pdf Voogt et al 2011 PCK Teacher learning in collaborative curriculum design VoogtEtAl-TATE.pdf (ou.nl) Citation for published version (APA): Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., & De Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235-1244.  https://doi.org/10.1016/j.tate.2011.07.003 (Voogt et al 2011) Developments in the learning sciences (Bransford, Brown, & Cocking, 2000) show how student learning benefits when it is situated in meaningful contexts, when students are actively engaged in their own learning process, an...

  (Fernandez, 2014) Fernandez, C. (2014). KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS’ TRAINING. Problems of Education in the 21st Century. 60. 79-100. 10.33225/pec/ 14.60.79.   Shulman (1987) and Wilson, Shulman and Richert (1987) defines seven categories for teacher knowledge: content knowledge, general pedagogical knowledge, curriculum, pedagogical content knowledge, students and their characteristics, educational contexts, and knowledge of  purposes, aims, objectives and educational philosophies. Putnam and Borko (1997) recognize three: general pedagogical knowledge, content and pedagogical content. Calderhead (1996) identifies five components: knowledge of yourself, subject matter knowledge, students’ knowledge, curriculum and teaching methods. Grossman (1990) systematizes Shulman’s proposal on four components: content knowledge, general pedagogical knowledge, pedagogical content knowledge and ...

Pedagogical reasoning: the foundation of the professional knowledge of teaching John Loughran (2019) Pedagogical reasoning: the foundation of the professional knowledge of teaching, Teachers and Teaching, 25:5, 523-535, DOI: 10.1080/13540602.2019.1633294 Across the PCK literature (see, for example, Berry, Loughran, & van Driel, 2008; Gess-Newsome, 1999; Schneider, 2015; Tobin & McRobbie, 1999; Van Driel, Verloop, & De Vos, 1998), pedagogical reasoning has typically been used as a ‘way in’ to understanding teachers’ PCK. Internationally, research into PCK using CoRes and PaPeRs (Alvarado, Garritz, & Mellado, 2015; Hume & Berry, 2011; Kellner & Attorps, 2015; Lehane & Bertram, 2016; Rollnick, Bennett, Rhemtula, Dharsey, & Ndlovu, 2008; Zhang & Wang, 2014) has focused serious attention on the notion of ‘big ideas’ and ‘pedagogical prompts’—which are the basis of a CoRe (Content Representation) – in PCK (Loughran, Berry, & Mulhall, 2006; Loughran, M...

  Methods that teach: developing pedagogic research methods, developing pedagogy (Nind and Lewthwaite, 2018) Nind, M. and Lewthwaite, S. (2018) Methods that teach: developing pedagogic research methods, developing pedagogy. International journal of research & method in education, 41(4), pp.398-410. Pedagogic content knowledge allows what the teacher knows to be comprehensible to learners, because it involves knowing things like how to formulate explanations, represent content, and respond to misunderstanding. This is critically important praxis in the sense of reflection and action resulting in making prudent choices for bringing about change and new knowledge (Anwaruddin 2015).(Nind and Lewthwaite, 2018) Within the programme of pedagogic research discussed in this paper we understand pedagogy from a sociocultural perspective rooted in Vygotsky’s (1978) ideas about dialogue and the relation-ship between social interaction and cognitive development.(Nind and Lewthwaite, 2018) Th...

  Disability runs across race, ethnicity, gender, socioeconomic, sexual orientation, and it’s the only minority group anyone can join at any time (Jonathan Kaufman) With the addition of legislation, the human rights model of disability builds upon the social model and is based upon the concept that disabled people have basic human rights that must be respected and recognised by the government and society at large (Degener, 2017). The guiding principle of both is that society should take an active role in ensuring these rights are properly delivered, and seek to emphasise the humanity in disability. Degener, T. (2017) A new human rights model of disability. In The United Nations convention on the rights of persons with disabilities: A commentary (pp. 41-59). Springer International Publishing.

Lehane, L. and Bertram, A., 2016. Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research.  Educación química ,  27 (1), pp.52-58.   https://www.sciencedirect.com/science/article/pii/S0187893X15000671 (Leave and Bertram, 2016) Pedagogical content knowledge (PCK) has served as an alluring theoretical construct since it was originally defined by  Shulman (1986)  as he attempted to grasp the knowledge bases that a teacher possesses. (Leave and Bertram, 2016) PCK would distinguish the knowledge that a science teacher has from that of a scientist, a scientist would have considerable knowledge of the subject but would not necessarily have the knowledge associated with the effective instructional strategies for teaching the subject ( National Research Council, 1996 ). In other words, it is a knowledge that is unique to teachers and is the essence of teaching ( Cochran, King & deRuiter, 1993 ). A scientist's knowledge is...