scholarly journals Knowledge Discourses and Coherence in Professional Education

2020 ◽  
Vol 10 (3) ◽  
Author(s):  
Hege Hermansen
Keyword(s):  
Teacher Education ◽  
Professional Education ◽  
Knowledge Integration ◽  
Disciplinary Knowledge ◽  
Program Leaders ◽  
Knowledge Domains ◽  
The Relationship ◽  
Epistemic Diversity ◽  
Significant Attention

In recent years, significant attention has been paid to the relationship between different knowledge domains in professional education, based on the assumption that achieving coherence between domains is important for student learning and educational quality. In particular, much research has addressed questions of knowledge integration across different sites of learning. However, less attention has been paid to the epistemic diversity of the campus-based programme context and to how relationships between knowledge domains are constructed within epistemically diverse professional programmes. This article addresses this gap by examining how program leaders discursively position disciplinary knowledge in relation to the mandate of teacher education. The data consist of interviews and logs from 20 program leaders at four higher education institutions. The analysis identifies four accounts of the role of disciplinary knowledge in teacher education. The article concludes by discussing implications for efforts to achieve coherence and knowledge integration in professional education.

scholarly journals Teacher Education and Development in Africa: A Modern Perspective

2020 ◽  
Vol 3 (1) ◽  
pp. 107
Author(s):  
Peter Wekesa Wamalwa ◽  
Edwin Nyongesa Masibo
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
New Developments ◽  
Teacher Education Programme ◽  
Emerging Issues ◽  
Education And Development ◽  
Education And Society ◽  
The Relationship

Teacher education programme is a critical component of education and the life of any society. It normally lays the very foundations of the society. It spurs and pushes the various aspects of development in the society through well-established culture and character of such a society. But for this programme of education to perform this development function efficiently it must be well designed, developed and constantly reformed and modernized so as to keep it abreast with the emerging issues both in education and society. This process is only possible through the conduct of regular studies in education and society to establish new developments and also facilitate the generation of relevant innovations to promote the quality of Teacher education programme. However, there is no evidence that such a process has ever been initiated and conducted in Teacher education programme since the inception of this programme in modern Africa. This paper is designed to explore the importance of Teacher education programme in modern Africa, the relationship between Teacher education programme and development in modern Africa, the roe of this programme in modern Africa, strategies of harnessing the programme for development in modern Africa and the challenges of the programme in modern Africa. This narrative is likely to shade light on the need of Teacher education programme in development in modern Africa and the role of innovative research in this process. Hence, set in motion the desired development in modern Africa.

scholarly journals Informal and non formal music experience: power, knowledge and learning in music teacher education in Chile

2019 ◽  
Vol 37 (2) ◽  
pp. 272-285 ◽  
Author(s):  
Carlos Poblete ◽  
Adrian Leguina ◽  
Nicolás Masquiarán ◽  
Bárbara Carreño
Keyword(s):  
Teacher Education ◽  
Musical Training ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Structured Interviews ◽  
Music Learning ◽  
Mediating Role ◽  
Learning Contexts ◽  
The Relationship

Previous research recognizes the importance of musical experiences on music teacher education. However, current efforts do not provide a comprehensive view of the way their students learn music before starting university. The objective of this study is to portray their musical experiences, identifying the distinctive mechanisms underlying the relationship between practices, repertoires, and training contexts for music learning. A combination of pedagogical, social and musical dimensions, inspired by sociological theories of P. Bourdieu and B. Bernstein, examine the pre-university musical experiences and the mediating role of students’ sociocultural origins. Empirically, multimodal information from four Chilean universities ( n = 55) was collected through the application of a survey questionnaire and semi-structured interviews, and analyzed using a set of mixed techniques, including descriptive statistics, text mining, and content analysis. Findings reveal relevant associations between practices, repertoires, and learning contexts, especially in terms of the specialized nature of musical training and the habitus and cultural dispositions of practitioners. Particularly relevant is the predominance of informal and non-formal learning contexts and their translation into specific types of learning. These challenge current perspectives and contribute a tool kit for the understanding of the relationship between power and knowledge in future professional teachers.

How does coopetition affect radical innovation? The roles of internal knowledge structure and external knowledge integration

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Huanhuan Chen ◽  
Yanhong Yao ◽  
Ao Zan ◽  
Elias G. Carayannis
Keyword(s):  
Knowledge Integration ◽  
Knowledge Structure ◽  
Radical Innovation ◽  
Content Type ◽  
External Knowledge ◽  
Mediating Role ◽  
Architectural Knowledge ◽  
The Relationship ◽  
Positive Effect

Purpose Building on the resource- and knowledge-based views, this paper aims to explore how coopetition affects radical innovation and the roles of knowledge structure and external knowledge integration in the relationship between coopetition and radical innovation. Design/methodology/approach This study proposes a research model to examine the mediating role of external knowledge integration on the coopetition-radical innovation link, where the mediation is moderated by the firm’s knowledge structure (including component knowledge and architectural knowledge). The authors use regression and bootstrapping to test the proposed model with survey data from 241 Chinese technology firms. Findings This study finds that coopetition positively affects radical innovation and the effect is fully mediated by external knowledge integration. Additionally, component knowledge negatively moderates the coopetition-external knowledge integration link and architectural knowledge positively moderates this relationship. Further, the mediating effect of external knowledge integration is also moderated by component knowledge and architectural knowledge. Practical implications Firms should engage in coopetition to promote radical innovation. Further, it is necessary for firms to appropriately manage coopetition according to their internal knowledge structure. Originality/value This study explains why scholars have different ideas about the relationship between coopetition and radical innovation by exploring the mediating role of external knowledge integration and the moderating effect of knowledge structure. Firms possess increased possibilities for knowledge leakage and partner opportunism with high levels of component knowledge, which will reduce the positive effect coopetition on external knowledge integration; thus, they are less likely to realize radical innovation. Instead, firms possess increased opportunities for resource sharing with high levels of architectural knowledge, thus improving the positive effect coopetition on external knowledge integration and they are more likely to achieve radical innovation.

scholarly journals El arte de la educación en México

2019 ◽  
pp. 45-52
Author(s):  
José De La Cruz Diaz-Ledezma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Critical Analysis ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
Educational Levels ◽  
The Subject ◽  
The Relationship

This article presents a vision of the relationship that can be established between education and art in our country, starting from the analysis of the objectives of teacher education and the role it plays in the educational process, presents a critical analysis of the intentionality of Basic education and teacher training. It is an intentional study of the role of the teacher in a country where the role of the educating State takes on the functions of designing, orienting, organizing and directing, through the school the destinies of the new generations, forming them in an educational process according to the interests and needs of. Objective: to identify the influence that the State exerts through education, in active teachers, in the training of teachers and in students of the different educational levels of our country. Methodology: qualitative documentary research, where different moments of teacher training are analyzed in the light of theory, educational laws and others related to the subject. Contribution: originate discussion points around the educational process and the State's aims in educational matters, from the training of teachers and their performance in the classroom as an agent not of transformation, but as a reproductive agent of the wishes of the State.

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

When and how knowledge sharing benefits team creativity: The importance of cognitive team diversity

2017 ◽  
Vol 25 (6) ◽  
pp. 807-824 ◽  
Author(s):  
Chenghao Men ◽  
Patrick S W Fong ◽  
Jinlian Luo ◽  
Jing Zhong ◽  
Weiwei Huo
Keyword(s):  
Knowledge Sharing ◽  
Absorptive Capacity ◽  
Knowledge Integration ◽  
Knowledge Worker ◽  
Team Creativity ◽  
Team Diversity ◽  
The Relationship ◽  
Moderating Role ◽  
Practical Implications

AbstractIn this paper, we explored the role of knowledge sharing on team creativity through absorptive capacity and knowledge integration, and tested the condition under which knowledge sharing is positively related to absorptive capacity and knowledge integration. We tested our hypotheses with a sample of 86 knowledge worker teams involving 381 employees and employers in China. Results demonstrate that knowledge sharing was positively related to team creativity, fully mediated by both absorptive capacity and knowledge integration. In addition, cognitive team diversity played a moderating role in the relationship between knowledge sharing and absorptive capacity, as well as in the relationship between knowledge sharing and knowledge integration. Theoretical and practical implications of these findings on knowledge management and team creativity are discussed.

scholarly journals Workplace fairness, information sharing and employee performance in a budget setting: an empirical study

2019 ◽  
Vol 21 (2) ◽  
pp. 135
Author(s):  
Suria Zainuddin ◽  
Che Ruhana Isa
Keyword(s):  
Empirical Study ◽  
Information Sharing ◽  
Stock Exchange ◽  
Employee Performance ◽  
Workplace Fairness ◽  
The Relationship ◽  
Budgeting Process ◽  
Share Information ◽  
Significant Attention

The importance that workplace fairness and information sharing has on employees’ performance has gained a significant attention from researchers and practitioners. However, no empirical evidence on the combined role of both workplace fairness and information sharing on employee performance has been found so far. Thus the purpose of this study is to examine the effects of workplace fairness and information sharing on employees’ performance in a budget setting. A set of direct and indirect hypotheses are tested using survey data collected from 108 sub-unit managers from various industries, randomly selected from Bursa Malaysia (the stock exchange of Malaysia). The findings indicate that both workplace fairness and information sharing are positively associated with improved employee performance in a participative budget setting. Furthermore, information sharing mediates the relationship between workplace fairness and employee performance. This suggests that when employees perceive the budgeting process as being fair, they would be more willing to share information, which will then lead to improved employee performance.

scholarly journals Curiosity killed the SAT: The role of research in redirecting performativity in initial teacher education

2018 ◽  
Vol 100 (1) ◽  
pp. 50-64
Author(s):  
Julian Stern
Keyword(s):  
Teacher Education ◽  
Academic Staff ◽  
Central Place ◽  
Initial Teacher Education ◽  
Assessment Tests ◽  
Standard Assessment ◽  
Performance Drivers ◽  
The Uk ◽  
The Relationship

Some see research as an esoteric, other-worldly, practice only to be completed by those unable to do anything ‘real’. Others – including some academics working in universities – see it as ‘just another thing to do’, a burden on already overworked staff, used as an excuse to set even more performance goals. Within initial teacher education, the challenges of research are often exacerbated by the performance and audit pressures related to professional standards. Nevertheless, some teacher education programmes have given research a central place, with students being systematically trained in action research or research-rich reflective practice – as in the Oxford internship scheme in the UK or the ACE scheme in Israel. Other programmes are described as ‘research-informed’, or as ‘drawing on’ (rather than participating in) research. But debates on the relationship between research and teacher education have rarely portrayed the direct link between academic staff, students of initial teacher education, and school pupils, as researchers. This chapter links the activities of all three groups, through the process of research. It focuses on the virtue of curiosity: the drive to discover, to make sense of the world, common to all people. Teacher education that is driven by curiosity will in turn be modelling the curiosity to be promoted in schools. Encouraging curiosity is a way of undermining or redirecting the performativity so well represented by chasing exam results, such as the UK's SATs (Standard Assessment Tests for 7-, 11- and 14-year-olds) or the USA's SAT (Scholastic Assessment Tests for 18-year-olds). Hence, curiosity can be used in such a way as to kill the power of SATs and other external performance-drivers, and can help return teacher education to a more holistic and virtuous practice.

scholarly journals Práticas educativas contextualizadas e motivadoras: uma análise a partir das teorias de Hull, Hebb e Lewin

2020 ◽  
Vol 1 (52) ◽  
pp. 58
Author(s):  
Tatiana Losano de Abreu ◽  
Débora Lins Epaminondas ◽  
Júnior Cândido dos Santos ◽  
Andréa De Lucena Lira ◽  
Alexandra Cristina Chaves
Keyword(s):  
Neural Networks ◽  
Learning Process ◽  
Professional Education ◽  
Theoretical Study ◽  
Theory And Practice ◽  
Exploratory Research ◽  
Living Space ◽  
Kurt Lewin ◽  
The Relationship

<p>Several thinkers developed theories to understand the learning process and make it more effective. Clark Leonard Hull, Donald Olding Hebb, and Kurt Lewin are three theorists who, in different contexts, contributed to this debate. This paper aims to study the contribution of these authors to understand the role of contextualized and motivational educational practices in the learning process. Therefore, we developed exploratory research with qualitative/quantitative aspects. In addition to the theoretical study, we wrote a report of the experience on a technical visit to Engenho Triunfo - Areia (PB) with 22 postgrad students in Professional Education, accompanied by a team of five professors. They completed an online self-elaborated questionnaire about the topic of the research. Results indicated that Hebb’s study of neural networks of the learning and motivation curve proposed by Hull, and Lewin’s idea of living space, help us to theoretically understand the importance of contextualized and motivational education for the learning process. The analysis of the experience of the technical visit corroborated this idea, as participants attested to the contribution of this experience to learning through contextualization, the relationship between theory and practice and interdisciplinarity and motivation.</p>

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