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Teacher education for working in linguistically diverse classrooms
This volume presents studies on aspects of teacher education that prepare teachers for working in linguistically diverse classrooms and schools in five Nordic countries; Denmark, Finland, Iceland, Norway and Sweden. This twin focus (teacher education in linguistically diverse contexts; and Nordic perspectives) makes the volume unique in its field, and contributes to international discussions on how teacher education can prepare preservice and in-service teachers for working with linguistically diverse student groups. The volume includes contributions on: Teacher education policies, Teacher educators’ perspectives on teacher education, and Pre-service teacher perspectives on teacher educati...
Demystifying Critical Reflection
Drawing on Legitimation Code Theory (LCT), this volume reveals the knowledge practices and language of critical reflection in a range of different subjects, making clear how it can be taught and learned. Critical thinking is widely held to be a key attribute required for successfully living, learning and earning in modern societies. Universities now list critical thinking as a key graduate quality and use ‘critical reflection’ as a way of teaching students how to become reflective and ethical professionals. Yet, what ‘critical reflection’ actually involves remains vague in research, teaching practice, and assessment. Studies draw on LCT, a fast-growing framework for revealing the kno...
Theory and Method in Higher Education Research
This volume presents international perspectives on the application and development of theory and methodology in researching higher education. Topics discussed include critical race theory; the use of communities of practice theory; participant ethnography; and decolonization using indigenous principles.
Supervising Doctoral Candidates
Supervising Doctoral Candidates provides support for new and young academics who, from the beginning of their academic career, may be expected to support doctoral candidates with little or no prior training.
Building Knowledge in Higher Education
From pressures to become economically efficient to calls to act as an agent of progressive social change, higher education is facing a series of challenges. There is an urgent need for a rigorous and sophisticated research base to support the informed development of practices. Yet studies of educational practices in higher education remain theoretically underdeveloped and segmented by discipline and country. Building Knowledge in Higher Education illustrates how Legitimation Code Theory is bringing research together from across the disciplinary map and enabling practical change in a rigorously theorized way. The volume addresses both students and educators. Part I explores ways of supporting...
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