迪肯 assignment 代写:克莱丁宁

2017-06-04 00:30

克莱丁宁（1992：125）所描述的个人实践知识作为知识的构建和重构我们的生活故事复述和重温他们通过过程的反思。因此，PPK是通过反思过程过滤教师经验的作用；一个至关重要的考试经验，一个过程，可以更好地理解自己的教学实践和惯例”（理查兹&法瑞尔，2005：7）。这意味着，反思可以告知教师的知识，并帮助他们收集信息的做法，任何必要的变化的基础上。换言之，对教师实践的反思可以为教师获取或产生多种新知识提供重要的机会。这可以使PPK“序贯方式知道'（Golombek et al.，2009：157）。教师利用的一个重要组成部分是教师形象是教师知识的道德和情感方面。这个形象源于一个人的过去的经验，并重建，以满足当前形势的要求，并指出未来的希望和经验。（Golombek et al.，2009：156）。教师有机会构建知识教学和学习。研究教师、（Lytle和Cochran史密斯抗衡，是一种生成的知识，有助于知识的使用使用较大的大学社区为自己和知识的教师（1992：22）。他们还提出，知识教学是“内/外”而不是“在外面，”并列，呼吁重视教师作为知者与知识与教学之间的复杂和明显的非线性关系是嵌入在当地的环境。（1992：23）。
迪肯 assignment 代写:克莱丁宁
Clandinin (1992: 125) has described personal practical knowledge as knowledge 'that is constructed and reconstructed as we live out our stories and retell and relive them through processes of reflection'. So that, PPK plays the role of filtering teachers' experience through a process of reflection; a ' critical examination of experience, a process that can lead to a better understanding of one's teaching practices and routines' (Richards& Farrell, 2005: 7). This implies that reflection can inform teachers' knowledge and help them collect information on one's practices as a basis of any necessary change. In other words, reflection on teachers' practices can provide important opportunities for them to acquire or produce many kinds of new knowledge. This can make PPK a 'sequential way of knowing' (Golombek et al., 2009: 157). One significant component of teacher's PPK is 'teachers' image' it is the moral and the emotional side of teacher knowledge. This image originates in a 'person's past experience, and is reconstructed to meet the demands of the current situation, and pointing to the future hopes and experiences. (Golombek et al., 2009: 156).Teachers have the opportunity to construct knowledge about teaching and learning. Research by teachers, (Lytle& Cochran-Smith contend, is a way of generating knowledge that contributes to both knowledge for use by the teachers for themselves and knowledge for use by the larger university communities (1992: 22). They also propose that knowledge for teaching is "inside/outside" rather than "outside-in, ' a juxtaposition that calls attention to teachers as knowers and to the complex and distinctly nonlinear relationships between knowledge and teaching as they are embedded in local contexts'. (1992: 23).

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