Teacher education pedagogy: disrupting the apprenticeship of observation

Teacher educators are challenged to enact a pedagogy that helps facilitate conceptual transitions in preservice teachers away from the naïve notions formed during their long apprenticeships of observation. This study examines one ‘educative experience purposefully embedded in meaningful pedagogical experiences’ using the three-level model of teacher learning. Findings indicate preservice teachers derived a range of learning from the educative experience, and most were found to be surfacing, confronting, and beginning to replace naïve notions of teaching, learning, and assessment. Findings also suggest several characteristics of teacher education pedagogy that disrupt the apprenticeship of observation, including the presentation of dramatically new ideas to elicit the awareness of unexamined assumptions about teaching and learning; the usefulness of affect in awakening that awareness; and opportunities to develop metacognition and process reactions through writing that surfaces prior ideas and articulates new understandings.     

Scholarisation, apprenticeship and social differentiation. Analysis of the non-industrial craft sector in Morocco

The article approaches the question of the schooling processes in the particular environment of the Moroccan craftsmen of Fez. It shows that the weak schooling of the children is bound to the representations and to the ways of transmission of craft industry knowledge. Schooling is, indeed, the object of tensions between a school system of western inspiration and the Muslim system of transmitting patrimonial knowledge. The article shows then that schooling is integrated into craftsmen's ‘relationships with knowledge’ and ‘reasons of knowing’: because of historic development factors of the school system in Morocco, and of sociological factors of domination in the craftsmen's environment, schooling is not indeed legitimate for most craftsmen. It is not even always “possible”: in fact, social reproduction in craftsmen's environment is indeed, and because of the previous factors, based on holding positions bound to the mastery of the traditional knowledge and of the production market, rather than to the possession of school capital. On the other hand, schooling has gained strong legitimacy at a general society level, so that the craftsmen, and especially their children, are more and more the victims of social declassification.     

公共教育学的革命:由教师教育学向学生教育学转变

公共教育学作为师范生的一门必修课，长期以来对师范生向师性的培养并未起到应有的作用，其原因在于该课是以教师能教些什么为出发点而组织的教学内容，即教师教育学；而不是以学生为本所建构的教学体系即学生教育学。     

The pedagogy of saneness: a schizoaffective storying of resisting sane pedagogy

This article is an autoethnographic account of a ‘schizoaffective’ sufferer learning about and navigating the environs of saneness as a graduate student resisting traditional sane pedagogic structures. Culling from theories found in adult education, Whiteness Studies, and Mad Studies to show that saneness can be conceptualized as a site of critical pedagogy, the author narrates numerous ways in which saneness is embedded in schools and society. In addition, he describes how sane performativity is taught and made educational by inducting a new notion into educational studies: the pedagogy of saneness.     

The skill development processes of apprenticeship

Apprenticeship has a long history of success in developing skills. Despite this potential for adult education, the tacit core of apprenticeship has made it difficult to derive educational principle. This paper addresses the nature of this tacit core by intuiting generic principles from case studies of apprenticeship. Cases are taken from the Japanese tea ceremony, traditional crafts, and strategic thinking. The cases highlight a novice's cumulative growth in internal knowledge from reflectively practising a prescribed skilful process. The implications of the principles of internal knowledge and skilful process for adult education centre on instructors who are skilled experts engaged in continually improving the skilful processes they model. Implications for theory centre on an emphasis on a demand for worker participation and cooperation with management in on-the-job training.     

人的形象与图像化:不可见的可见性

对人的形象的讨论是教育人类学的永恒话题。在传统的研究当中,人的形象往往以抽象的概念、不可见的形式得以表达。本文指出每个时代、每种文化都存在着关于人的形象的假设,并有可能以可见的方式得以表达。在儿童早期,人的形象便以身体化的方式进入到人的想象世界,并且在实践当中不断地内化、图像化。当"世界成为一幅图像",图像、想象力及模仿在人的形象形成与儿童的成长当中起着不可忽视的作用。     

Reconstructing the interactive science pedagogy: Experiences of beginning teachers implementing the interactive science pedagogy

Six beginning primary school teachers pioneering the Interactive Teaching approach to science were studied in their first year of teaching. Interviews with the beginning teachers revcaled that they faced several obstacles to the implementation of the interactive teaching of science. These included lack of collegial support, lack of feedback on their teaching, difficulty assessing the learning of their pupils, and the differences between the culture of learning of the alternative science pedagogy and that of their pupils. By the end of the year, teachers had reconstructed the alternative science pedagogy in ways that reduced these difficulties. The interviews also provided evidence that ongoing support by teachers and teacher-educators versed in the alternative pedagogy can make beginning teacher's implementation of the Interactive Teaching of science less difficult. Specializations: physics education, beginning teachers. Specializations: misconceptions, assessment.