One of the challenges facing the NP3 team was how to describe and differentiate between the pedagogical practices in the classrooms that we were researching. In essence, what were the key features of practice that needed to be considered in order to differentiate between the teaching in each setting? The obvious answer seemed to be to use core theories of learning and development as the basis for a framework to help us compare pedagogy across contexts. ...continue reading "The Innovative Pedagogy Framework"
In my previous post on sociocultural theory I attempted to explain the three analytical levels of context (constitutive order, arena, and setting). The setting is about people in action - it is about the interplay between the identities of the people involved and the opportunities made available by the arena.
I spent years worrying about words like ontology, epistemology and theory (particularly theory), but now I think that like much jargon they are big words behind which there are some pretty simple ideas. So here is my simplistic take on ontology, epistemology and theory: ...continue reading "Ontology, epistemology and theory – big words for simple ideas"
This is my take on sociocultural theory, based on reading of relevant literature (e.g. Lave's work) and (most importantly) discussions with Prof Patricia Murphy, and with other members of the NP3 team.
Context matters in sociocultural theory. In particular three levels of context: ...continue reading "Trying to explain sociocultural theory – part 1 – context"
This article was originally published in The Conversation on the 4th March 2014
Even teachers need to learn something new every day. Education Plus, CC BY
We assume that digital technology can improve education and that the challenge is how to bring innovative technology and educational professionals together. But the evidence shows that ...continue reading "Is teaching still a profession?"
[This is a second draft following thought provoking feedback from Will Richardson on the original version (thanks Will) - key changes include a revised version of the 'key relationships' diagram and subsequent explanatory text]
We know that having a shared educational vision is important because it enables us all to travel in the same direction. “Vision is a key part of ending up someplace on purpose” (Hill 2010 p.28). However, ...continue reading "Educational vision is not enough (D2)"
We know that having a shared educational vision is important because it enables us all to travel in the same direction. “Vision is a key part of ending up someplace on purpose” (Hill 2010 p.28). However, ...continue reading "Educational vision is not enough"