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Authentic Education: Lessons From An Online Finnish Teacher Development Program For 21st Century Faculty, Mark Curcher, Hanna M. Teras
Authentic Education: Lessons From An Online Finnish Teacher Development Program For 21st Century Faculty, Mark Curcher, Hanna M. Teras
Faculty of Social Sciences - Papers (Archive)
The Finnish education system has received a lot of media attention due the results of PISA examinations. Many countries have considered ways to implement the 'Finnish model' into their own context. This paper examines the experience gained from the first graduating cohort of a fully online Finnish teacher development program in a Middle Eastern country with diverse, multicultural faculty participants. It examines the challenges of implementation and reflects upon the successes and participant experience. The paper describes how the principles of authentic e-learning (Herrington, Reeves and Oliver, 2010) were used to design the program and whether it was possible to …
Jointly Constructing Semantic Waves: Implications For Teacher Training, Lucy Macnaught, Karl A. Maton, James Martin, Erika S. Matruglio
Jointly Constructing Semantic Waves: Implications For Teacher Training, Lucy Macnaught, Karl A. Maton, James Martin, Erika S. Matruglio
Faculty of Social Sciences - Papers (Archive)
This paper addresses how teachers can be trained to enable cumulative knowledge-building. It focuses on the final intervention stage of the Disciplinarity, Knowledge and Schooling (DISKS) project at the University of Sydney. In this special issue, Maton identifies ‘semantic waves’ as a crucial characteristic of teaching for cumulative knowledge-building; and Martin explores a ‘power trio’ of intertwining linguistic resources which contribute to the creation of these waves. This paper draws on these complementary theoretical frameworks from Legitimation Code Theory and Systemic Functional Linguistics to explore their implications for teacher training. Specifically, it links one Year 11 Biology teacher's experience of …