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Using a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge

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Initial Teacher Education and Professional Development international challenges and insights from History Education_ingles.pdf(244.45 KB)
Date
2017-04-12
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Authors
McCrory, Catherine
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info:eu-repo/semantics/article
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Abstract
Using the philosophy of inferentialism (Brandom, 2000), this article explores teachers' approach to students' conceptual development, arguing that asking what it is for a concept to have meaning affords new ways of framing both instructional design and explanations of variation in student learning. Through an inductive research strategy into a single lesson taught by a student-teacher, I show how semantic theory can help educators to discern and harness student knowledge building.
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Inferentialism , Concepts , Knowledge
Citation
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http://hdl.handle.net/10201/53685
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Revista ElectrĆ³nica Interuniversitaria de FormaciĆ³n del Profesorado, REIFOP Vol. 20, NĆŗm. 2 (2017)
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