Bibliografías temáticas / Disciplinary discursive community of teachers

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Literatura académica sobre el tema "Disciplinary discursive community of teachers"

Autor: Grafiati

Publicado: 25 de enero de 2025

Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Disciplinary discursive community of teachers"

Amarante, Maria de Fátima Silva, Eliane Righi de Andrade, and Eliane Fernandes Azzari. "EFL BRAZILIAN TEACHERS IN THE HYPERMODERN WORLD: PRÊT-À-PORTER SUBJECTS, SOCIAL MEDIA AND DISCOURSE." Trabalhos em Linguística Aplicada 55, no. 2 (2016): 457–81. http://dx.doi.org/10.1590/010318134999177131.

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ABSTRACT As researchers, we have been increasingly drawn to focus our investigation on both teachers' and students' posts on social media online networks, especially those held in community pages. Our aim is to reflect upon the representations and identity processes which have emerged from objectifying and/or subjectifying processes which are constituted by / constituting of power/knowledge relationships, established by the means of digital-mediatic discourse. We believe that the study of the interconnectivity between identity and technology in the identity constituting process of educational

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Pauletti, Jéssica, and Sandra Maria Wirzbicki. "Da concepção à concretização: o caso da contextualização no ensino de Biologia entre os professores de Biologia na Educação no Campo." Cadernos CIMEAC 5, no. 2 (2015): 21. http://dx.doi.org/10.18554/cimeac.v5i2.1505.

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As discussões em torno da Educação no Campo (EC) são recentes e revelam diversos olhares a esse espaço. Este artigo trata de recorte de pesquisa desenvolvida durante o trabalho de conclusão de curso (TCC) de Ciências Biológicas da Universidade Federal da Fronteira Sul (UFFS-Campus Realeza/PR). O estudo voltou-se às compreensões sobre a concepção de contextualização no ensino entre quatro professores de Biologia na microregião de Francisco Beltrão/PR, contemplando três escolas do Ensino Médio da EC. A metodologia baseou-se em pesquisa bibliográfica e entrevista semi-estruturada aberta, sendo qu

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Alkoby, Asher. "Three Images of “Global Community”: Theorizing Law and Community in a Multicultural World." International Community Law Review 12, no. 1 (2010): 35–79. http://dx.doi.org/10.1163/187197410x12631788215837.

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AbstractThis article uncovers the normative commitments underlying discussions on compliance and institutional design in international law and international relations (IR) theory through an examination of the concept of “global community” in different disciplinary discourses. Three images of global community are conjured in these theoretical discussions: the pluralist, the solidarist, and the discursive. After outlining the first two and discussing the critiques waged against them, the article seeks to defend the third image, which offers an approach to global social integration that is both c

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Kuklick, Clayton R., and Brian T. Gearity. "New Movement Practices: A Foucauldian Learning Community to Disrupt Technologies of Discipline." Sociology of Sport Journal 36, no. 4 (2019): 289–99. http://dx.doi.org/10.1123/ssj.2018-0158.

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Sociologists of sport and coaching have repeatedly drawn upon the theoretical tools of Michel Foucault to map and critique the negative effects of coaches’ use of disciplinary practices. Three SCCs and two coach developers participated in multiple learning community meetings interrogating Foucault’s concepts to understand how power moves, create new, less disciplinary practices, and address the problems produced by too much discipline. The findings present new conceptual tools to train and move differently by disrupting disciplinary practices:spasmodic tempo training,atemporal training,variabl

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Simeoni, Irene Amelia, Carlos Oscar Lepez, Noelia Noemí Palacios, et al. "Review of the VIII institutional conference of the Bachelor of Nursing degree at the University of Buenos Aires: History and innovation." Salud, Ciencia y Tecnología - Serie de Conferencias 3 (May 7, 2024): 755. http://dx.doi.org/10.56294/sctconf2024755.

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Introduction: Nursing is the pillar of the health system that is oriented in a scientific and humanistic way to the care of the person, family, groups, and communities. Qualitative historical-documentary research was carried out whose objective of this article is to describe the historical evolution and innovation in the Bachelor's Degree in Nursing at the University of Buenos Aires (UBA). Nursing acquired its character as a university degree in 1960 and is structured in two cycles. The teaching scenarios of the career are organized in the central academic unit and in a decentralized manner in

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Xu, Mingxue, Zhao Zuo, and Ling Chen. "Power Relations And Authority in Teachers' Online Communities of Practice: Formation, Impact, And Implications." International Journal of Education and Humanities 11, no. 1 (2023): 228–39. http://dx.doi.org/10.54097/ijeh.v11i1.13160.

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Teachers' online communities of practice have become ideal environments for teachers' professional learning, however the catalysts and derivatives of interpersonal interactions, such as power relations and authority in teachers’ online practice communities have not received enough attention -- these factors affect the inquiry and learning in teachers’ online practice communities to some extent. This study selected a case study of an online community of practice composed of four teachers. Based on the relevant concepts of Goffman's micro-sociolinguistics, we explored how teachers construct powe

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Drew, Christopher. "To follow a rule: The construction of student subjectivities on classroom rules charts." Contemporary Issues in Early Childhood 21, no. 1 (2018): 46–57. http://dx.doi.org/10.1177/1463949118798207.

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Rules charts are commonplace on classroom walls throughout the world. This article examines how such charts work to sustain discursive power relationships among teachers and students by mobilising idealised notions of the student within the classroom. The article reports on a discourse analysis of 50 rules charts and identifies three disciplinary and subjectivising discourses mobilised by charts: the Apollonian ‘good’, Dionysian ‘bad’ and Athenian ‘choice-making’ student. The article argues that awareness of the constitutive effects of discourse can enable practitioners to reflect on how their

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Mwale, Mafunase, and Overson Shumba. "A Bernsteinian Analysis of the Recontextualisation of Knowledge in the 5090 Biology Syllabus in Zambia." International Journal of Research and Innovation in Social Science VII, no. VI (2023): 1592–607. http://dx.doi.org/10.47772/ijriss.2023.7735.

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This study was focused on exploring the recontextualisation of knowledge in the 5090 Biology Syllabus in Zambia. Learners have not performed well in the 5090 Biology Syllabus. The performance poor performance in the 5090 Biology Syllabus has been attributed to a number of reasons. One of the many reasons is that teachers do not know what they are to teach and how they are to teach. The study will help to understanding the instructional and the regulative discourse in the syllabus. This will enable the Biology teachers to effectively teach biology in secondary schools. An analysis of the syllab

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Pillai, Shanthini. "Unequal discursivities and the symbolic capital of Malaysian Indian scholarship." International Journal of the Sociology of Language 2021, no. 267-268 (2021): 241–51. http://dx.doi.org/10.1515/ijsl-2020-0072.

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Abstract This paper engages with the aspects of discursive hegemony in terms of both Metropolitan and disciplinary position and privilege, using the sociology of the language that has been produced on Malaysian Indian identity as my point of reference. It contends that these observations and articulations are able to rise to the surface more easily when they are securely located within disciplinary domains often related to determinacy. I argue that viewed as a whole, it becomes apparent that these discourses are coloured by the subjective desire of the accumulation of knowledge on the subject

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Tan, Mei Ying. "Discourses and Discursive Identities of Teachers Working as University-Based Teacher Educators in Singapore." Journal of Teacher Education 72, no. 1 (2020): 100–112. http://dx.doi.org/10.1177/0022487119896777.

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This study made explicit the discourses of 10 teachers working as university-based teacher educators in Singapore to understand their enacted identities. It framed identity as discursive, constructed through language and talk. Interview data were analyzed using descriptive discourse analysis tools, with critical discourse analysis influencing the process. The discourses are as follows: (a) The value of seconded teachers is located firmly within schools, with practice and practitioner elevated above theory and academics; (b) teaching is the core role of seconded teachers, and discourses about l

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Tesis sobre el tema "Disciplinary discursive community of teachers"

Durrieu-Gardelle, Magali. "Langage et recherche collaborative : effets de la construction d’une communauté discursive d’enseignants en grammaire sur leurs modes d’agir, parler et penser et sur ceux de leurs élèves dans la discipline." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0398.

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Notre travail doctoral porte sur l’oral pour enseigner et apprendre en grammaire à la fin de l’école élémentaire française. Il interroge les effets d’une recherche collaborative portant sur le langage pour apprendre en grammaire au cycle 3 (9 -10 ans), sur les pratiques entre autres langagières des enseignants en classe, les usages langagiers de leurs élèves et leur conscience disciplinaire de l’oral et de la grammaire. Il s’ancre dans une perspective historique et culturelle qui nous conduit dans un premier temps à revenir sur la constitution de la grammaire scolaire comme discipline pour com

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Capítulos de libros sobre el tema "Disciplinary discursive community of teachers"

Thorpe, Katrina, Cathie Burgess, and Christine Grice. "Aboriginal Curriculum Enactment: Stirring Teachers into the Practices of Learning from Country in the City." In Living Well in a World Worth Living in for All. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1848-1_13.

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AbstractIn this chapter, the theory of practice architectures is used to identify and analyse the cultural-discursive, material-economic, and social–political arrangements that enable and/or constrain early career teachers in applying Aboriginal curriculum and pedagogies to their daily teaching practice. These teachers completed Aboriginal community-led ‘Learning from Country’ (LFC) electives at university, and so this chapter details the extent to which they were able to enact this learning when they began teaching in schools. Key findings highlight the critical role of school sites in suppor

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Kulavuz-Onal, Derya. "Chapter 5. Discursive construction of collective identity in a global online community of practice of English language teachers." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/lllt.57.05kul.

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Letouzey-Pasquier, Justine, Bertrand Gremaud, Suzy Blondin, and Patrick Roy. "Development of teachers' practices in the field of education for sustainable development (ESD): a discursive community of interdisciplinary practices focusing on the theme of chocolate." In Environmental and Sustainability Education in Francophone Europe. Routledge, 2024. https://doi.org/10.4324/9781003591719-10.

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Mapotse, Tome' Awshar. "Technology Education Teachers' Professional Development Review Through Community Engagement." In Cross-Disciplinary Approaches to Action Research and Action Learning. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2642-1.ch001.

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It is the supreme art of an action research practitioner to awaken the joy of tapping into professional development review of Technology Education (TE) knowledge with the teachers as co-researchers. TE has been introduced as a new subject nationally and globally just few decades ago. Teachers and learners are still experiencing hurdles in implementing TE. Most teachers are poorly grounded in pedagogy and content knowledge of Technology Education. This AR study does not blame the limited teacher training in TE, as its intention was to empower such. The study was underpinned by critical theory a

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Colwell, Jamie, and Valerie Taylor. "Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch028.

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This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incor

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Colwell, Jamie, and Valerie Taylor. "Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning." In Effective Practices in Online Teacher Preparation for Literacy Educators. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch006.

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Mapotse, Tome' Awshar, Sizakele Mirriam Matlabe, Elias E. R. Mathipa, Soane Joyce Mohapi, and Magano Meahabo Dinah. "An Action Research Study Towards Enhancing Community Engagement Partnerships Between ODL Institutions and Schools." In Cross-Disciplinary Approaches to Action Research and Action Learning. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2642-1.ch005.

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The South African government has mandated national universities to emancipate and capacitate the teachers of the selected schools in science and technology through an Open Distance Learning (ODL) mode of which the University of South Africa form part of such as Higher Educational Institutions cohort. This chapter reports on the observations, field notes and interviews that were conducted with a group of four teachers and eight learners as a case study at Lovemore Primary School. This Community Engagement chapter focuses on teaching science and technology. In this chapter, researchers argue tha

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O. Asojo, Abimbola, Hoa Vo, Suyeon Bae, Chelsea Hetherington, Sarah Cronin, and Judy Myers. "Building Community and Fostering Health and Well-Being through a Collaborative School Based Project." In Outpatient Care [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97525.

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This article presents lessons learned from collaborative service-learning projects aimed at bridging the gap between theory and practice by providing students design experiences in authentic settings. Interior design students gained disciplinary and civic benefits while problem solving for a preK-5 elementary school calming room, dining room, and teacher sanctuary. The elementary school teachers and staff reported the redesigned calming room supported students’ emotional and self-regulation skills. Teachers and staff also reported the dining room and teacher sanctuary supported the school comm

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Manzone, Jessica A., and Julia L. Nyberg. "Creating Culturally Sustainable Literacy Experiences Through Home and Community Connections." In Advances in Early Childhood and K-12 Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4215-9.ch002.

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The need for culturally and linguistically sustainable teaching is a call that all educators must answer. Current literacy practices focus on the teaching of skills and strategies through a disciplinary lens with limited connections to students' home and community. This chapter presents a model for creating balanced literacy experiences that honor and value the diversity of Black, Latinx, Indigenous, and multilingual learners. Titled the Home and Community Connections Model, this framework provides both teachers and learners with a series of prompts to generate personalized connections to any

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del Rosal, Karla, Paige Ware, and Nancy Montgomery. "Teachers Learning to Teach English Learners in an Online Community of Practice in an Urban District." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch032.

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This chapter reports on a study that investigated the knowledge and skills for teaching English learners (ELs) that in-service teachers displayed during their participation in an online community of practice. Teachers' conversations were analyzed using a priory and inductive codes. Findings showed that teachers demonstrated an understanding of practices that support ELs in overcoming language demands that disciplinary content standards in the U.S. pose, including promoting ELs' participation, teaching language within content and in the four modes, assessing ELs' progress during instruction, an

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Actas de conferencias sobre el tema "Disciplinary discursive community of teachers"

Cox, Carolyn, Cleary Larkin III, Jeff Carney, and Morris Hylton. "The Cross-Disciplinary Classroom: Exploring Climate, Design and Community Resilience at the University of Florida." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.33.

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This paper explores University of Florida’s (UF) interdisciplinary coursework that centers student research on climate, policy, and design projects in coastal communities along the Atlantic and Gulf of Mexico. The evolution of interdisciplinary pedagogy is addressed through case studies of the Florida Climate Institute’s (FCI) Spring Field courses, the Envision Resilience Nantucket Challenge, and the Historic Preservation program’s Preservation Institute Nantucket (PIN) summer program. In the FCI Field courses, the focus has spanned ecological systems, built environment, and community engageme

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Jones, Kristin. "From Critical to Transformative Pedagogy in Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.21.

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Transformative pedagogy is a contemporary educational ideal intended to actively promote the transformation of the life and inner perception of the learner and his/her community. It emerged at the dawn of the 21st century from a line of counter-hegemonic thought that has been called emancipatory, liberal, radical or critical in the effort to chart a new direction for post-industrial education. This paper addresses the struggle of architectural education to maintain its aim as an emancipatory practice within an ever-evolving disciplinary culture.

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Keogh, Sarah. "Embedded and Hopeful: A Curriculum for Change." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.14.

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The next generation of architects will face unprecedented challenges involving ecological collapse as well as related issues of culturally embedded social and political inequities. Architectural education has a key role to play in addressing this ongoing environmental crisis. Site-specific social and environmental design approaches need to become a core part of our undergraduate architectural curriculum. Students tend not to gain enough experience working within multidisciplinary teams and collaborating with community stakeholders, especially early in their design education, and both of these

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Ho Schar, Cathi. "Toward Public Sector Practice." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.55.

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In 2016, the University of Hawaii at Manoa School of Architecture established the University of Hawaii Community Design Center (UHCDC), working in close collaboration with a state legislator to meet the needs of the state government. This unique governmental alignment introduced a novel form of community design that opened up new academic and extramural space for the school and university, taking the form of a top-down public sector practice as distinct from its more common, bottom-up public interest alternative. This paper presents the results of three years of continuous dialogue with the st

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Wolfe, Byron, and Seher Erdoǧan Ford. "How Do We Work? Metacognition in Creative and Collaborative Practices." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.64.

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constitute best practices for initiatingand maintaining sustainable collaborations?These questions arise regularly within the context of our institution, Tyler School of Art and Architecture, which is part of TempleUniversity in Philadelphia, Pennsylvania. The school includes the departments of Architecture and Environmental Design, Art Education and Community Arts Practices, Art History, Studio Art, and Graphic and Interactive Design. It recently updated its structure and adopted a name that captures its breadth of programs to support cross-disciplinary study and reflect current understanding

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Habibullah, Saleha Naghmi. "“KISC” and “CODAK”: An Indirect Yet Effective Way Of Promoting Statistical Thinking Among The General Community Of Students And Teachers." In Statistical Literacy- Material From Some of the Talks. International Association for Statistical Education, 2001. http://dx.doi.org/10.52041/srap.01104.

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The Kinnaird Inter-collegiate Statistical Competition (KISC) and the Competition Of Data- Analysis At Kinnaird (CODAK) are two initiatives of the Department of Statistics at Kinnaird College for Women, Lahore which invite undergraduate students to carry out small-scale data-based studies and to presient their findings in the form of colourful and attractive posters. KISC and CODAK thus culminate in a beautiful exhibition of statistical posters which contributes to the promotion of statistical thinking among the general community of students and teachers. The significance of such an activity is

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Barana, Alice, Michele Fioravera, and Marina Marchisio. "Teacher training: a model for introducing innovative digital methodologies for learning Mathematics." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5303.

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This paper shows a model of teacher training developed by the XXX of the ZZZ, aimed at introducing teachers to the use of innovative methodologies for learning Mathematics and for developing disciplinary and cross-cutting competences. The learning methodologies proposed are mainly based on Problem Posing and Problem Solving, the use of an Advanced Computing Environment, of a Virtual Learning Environment and of an Automated Assessment System. The training model, designed in blended modality, mainly relies on the creation of an online community of practice, where teachers, supported by tutors, c

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ESPINOSA MARTÍNEZ, Ana Cecilia. "University Path to Open Knowledge to the Complexity of Life Through a Transdisciplinary Chair." In For an international transdisciplinary chair. ADJURIS – International Academic Publisher, 2024. http://dx.doi.org/10.62768/adjuris/2024/2/01.

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Abstract: Write the abstract in English first if the original article is in The research takes place in the field of Higher Education and Research-Action. It presents the experience and research results of Centro de Estudios Universitarios Arkos (CEUArkos) of Puerto Vallarta, Jalisco, Mexico, to implement transdisciplinarity in the university as well as some of the processes and learning achieved with such an experience, based on seven major university strategies created for a transdisciplinary and complex education. The contribution is given by the presentation of a real experience in a unive

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