| Description |
1 online resource (239 pages) |
| Note |
Print version record. |
| Contents |
Contributors; Preface; Chapter 1 -- Empathic intelligence: The phenomenon of intersubjective engagement; Abstract; Introduction; Empathy and brain-based research; Intelligent caring; Definition of empathic intelligence; The nature of empathy; Historical antecedents to defining empathy; The differences between empathy and sympathy; Imagination and empathy; References; Chapter 2 -- How teachers engage with change: Mapping discourses of pedagogy and policy; Abstract; Introduction: Investigating teachers' responses to change through action research and discourse analysis. |
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The Australian Language and Literacy Policy and National Training Reform AgendaThe Certificate of General Education for Adults (CGEA); The research process; Teachers' responses and 'the politics of discourse'; Mapping the changing discourses of pedagogical practice; Progressivist, professional and performative discourse; Progressivist discourse; Professional teacher discourse; Performative discourse; Discursive interpretation of pedagogical practices; Subverting the dominant discourse; From small-scale subversion to explicit political struggle?; References. |
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Chapter 3 -- Assessment and the practice of phenomenological pedagogyAbstract; Assessment; Phenomenological pedagogy and pedagogical tact; Teachers' stories; The SRA story (Margaret); The classroom at the top of the hill (Bernadette); Jenny's story; Structure for reflection; Remembering what being assessed can be like for a child; Implications for practice; Sensitivity and the ability to empathise; Awareness of potential for hurt: Willingness and ability to recognise and prevent potential harm; Creating possibilities for healing and restoring. |
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Willingness and ability to promote healthy growth and learningRestrictions on practice; Conclusion; References; Chapter 4 -- Toward collective pedagogies within ongoing teacher education; Abstract; Underlying themes: Interesting philosophy, collectivity, praxis; Philosophical questions; Critiques of reflective practice; Postmodern perspectives; Toward the construction of shared meaning; Reflective practice, situated learning, and communities of practice; Reflections; Background: The course itself; Tensions lead to interesting questions; Toward collective pedagogies; References. |
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Chapter 5 -- Pedagogical issues in transition to schoolAbstract; Introduction; Data collection and analysis; Results; Teachers' perceptions of key issues in transition; Continuity from preschool into school; Transition of children with no prior preschool experience; Discussion; Conclusion; References; Chapter 6 -- Io Chi Siamo (I am who we are); Abstract; Introduction; Design and methodology; Participants; Data; Data analysis; Substantive conversation; Motivation; Metacognitive reflection; Conclusion; References. |
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Chapter 7 -- Engagement by design: Marrying pedagogy and technology for better learning conversations via asynchronous electronic discussions. |
| Summary |
In the space of approximately one hundred and thirty years, we have moved from the industrial age through the scientific age to the technological information age and the knowledge economy. With regards to pedagogy, this dramatic shift has placed traditional approaches to teaching and learning directly in the darkest shadow - cast by an illuminating, vibrant, new vision involving a collaborative and interactive community of learners in an increasingly globalised world both real and virtual. This book provides an entree into developments in postmodern pedagogies in terms of approaches, emerging. |
| Language |
English. |
| Local Note |
EBSCOhost Education Research Complete |
| Subject |
Education -- Study and teaching.
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Education.
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Learning.
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Teaching.
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Social Sciences.
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Theory & Practice of Education.
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| Other Form: |
Print version: Son, Jeong-Bae. Enhancing Learning and Teaching : Pedagogy, Technology and Language. : eContent Management Pty Ltd, ©2006 9781876682859 |
| ISBN |
9781876682859 |
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187668285X |
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