書籍詳細

書籍詳細




洋書

教育学と教育への実践理論的視座:実践、多様性と論争

Practice Theory Perspectives on Pedagogy and Education : Praxis, Diversity and Contestation

Grootenboer, Peter (EDT)   Edwards-groves, Christine (EDT)   Choy, Sarojni (EDT)

Springer 2017/01
453 p. 24 cm   
装丁: Hrd    装丁について
テキストの言語: ENG    出版国: DE
ISBN: 9789811031281
KCN: 1027240256
紀伊國屋書店 選定タイトル
標準価格:¥22,305(本体 ¥20,278)   
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納期について
DDC: 371
KDC: C311 教育思想・教育理論
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Annotation

Introduces and explains practice theory and its application in a variety of education contexts.

Full Description

This book examines the way in which the "practice turn" in education and pedagogy offers unique perspectives on the nature of educational work. Through a plurality of "practice theories" deeper understandings emerge about a range of education and concepts, providing useful tools for advancing and developing practice theory in education and pedagogy. The book discusses the related and dual perspectives of pedagogy as both a teaching and an upbringing practice. It also explores education in a range of contexts and sectors beyond school, including VET, tertiary and non-formal settings. Education is seen as serving a dual purpose - the development of individuals and the betterment of societies and community, and this conceptualisation of education underpins the book. It acknowledges that there are diverse understandings and perspectives of practice theory, pedagogy and education, each of which is contestable and ripe for further development, and this is examined throughout the book. This book was developed alongside an invited symposium held in June 2015 in Brisbane, Australia where the authors and interested others gathered to discuss practice theory perspectives on pedagogy and education. The title - Practice Theory Perspectives on Pedagogy and Education - captures the central overarching focus that underpins the book.

Table of Contents

Chapter 1 Practice Theory and Education: Diversity and Contestation.- Chapter 2 Practices and Learning.- Chapter 3 Learning a Being 'Stirred in' to Practices.- Chapter 4 Theorising the Co-occurence of Remaking Occupational Practices and their Learning.- Chapter 5 Practice, the Body and Pedagogy: Attuning as a Basis for Pedagogies of the Unknown.- Chapter 6 Practice Architectures of University Education.- Chapter 7 Educational Practice as Praxis: Understanding and Challenging Neoliberal Conditions in University Settings.- Chapter 8 Teaching Practice in Australian Vocational Education and Training: A Practice Theory Analysis.- Chapter 9 Learning Practices: Financial Literacy in an Aboriginal Community.- Chapter 10 Teaching and Learning as Social Interaction: Salience and Relevance in Classroom Lesson Practices? Chapter 11 Teacher Research: A Knowledge-Producing Profession?.- Chapter 12 Reclaiming Education in Educational Leadership.- Chapter 13 Leading from the Milddle: A Praxis-Oriented Practice.- Chapter 14 Provoking a (re)newed: Frontier in Theorising Educational Practice.