Australian primary in-service teachers’ conceptions of geography

This paper reports on the second part of a two pronged qualitative investigation that examines the ways in which Australian primary teachers conceptualise geography and geography teaching. In the first part of the project, 47 pre-service primary teachers were surveyed. In this paper, I draw on interviews with six in-service primary teachers to explore their experiences, conceptions and perceptions of geography. The findings indicate a noticeable difference between the conceptions of geography held by experienced teachers and those of early career, in-service teachers. Similar to the pre-service teachers studied in part one of this study, the early career teachers had a narrow, information-oriented conception of geography and geography education. Conversely, the experienced teachers portrayed more complex, relational and process-oriented perspectives. The paper concludes by exploring some of the implications for the implementation of the new National geography curriculum in Australia.

Australian primary pre-service teachers’ conceptions of geography

This article reports on the results of a survey of Australian primary pre-service teachers’ experiences, conceptions and perceptions of geography. Research was conducted with two cohorts of undergraduate primary pre-service teachers; one group in second year and another in the final year of a four-year teacher education course. The findings show congruence with similar studies conducted in the UK and indicate that pre-service teachers had a very narrow conception of geography and geography education; a conception that was information-oriented and focused on broad knowledge about the world and locational knowledge and skills. The article concludes by exploring some of the implications for the implementation of the new national geography curriculum in Australia and for primary pre-service geography teacher education more broadly.

Historielärares ämnesförståelse : Centrala begrepp i historielärares förståelse av skolämnet historia

This thesis focuses on four different aspects of history teachers’ comprehensiveunderstanding of the school subject history. More specifically, the aim is tostudy the comprehension of the subject as perceived by individual historyteachers. Special emphasis is placed on identifying the concepts of the field ofhistory that are central to the teachers’ understanding of the school subject history.The first aspect studied is the teachers’ biographical changes. In a life historyperspective it seems as if the teachers’ subject conception changes from anunproblematic and tentative approach to a more complex and confident understandingof the subject. The second aspect treated is the rationale behind theirgrasp of the purpose and content of the subject. Three major positions areidentified, namely educational (bildung) orientation, critical orientation, andidentity orientation.The third aspect studied is the teachers’ interpretation of a curriculumnew to them. The teachers placed the curriculum in the field of tension betweenan education policy position, emphasizing more precise knowledge, onthe one hand, and a history science position, emphasizing concepts of historicalconsciousness. The fourth aspect studied is five different conceptual tools displayedin the teachers’ remarks on having completed the teaching of a newcourse. These are termed ‘history as narrative’, ‘history as time-space’, ‘historyas explanation’, ‘history as perspective taking’, and ‘history as skills’At the general level the study shows not only that subject conception is ofimportance to the teachers’ understanding of their obligation as teachers of historybut also how it is formed and constantly transformed by many differentfactors. In this process it is clear that the concepts used by the teachers, althoughvariously defined, can be seen as specific to the school subject historyand essential to the construction of history as a school subject.

Do mítico que dá a certeza ao questionamento que dá a dúvida: os olhares de Herculano e Saramago sobre a realidade histórica de Portugal - Em que(m) você crê?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Conceptions of subject analysis: a metatheoretical investigation

Thesis (Ph. D.)--University of Washington, 2005.

If teams are so good.. : science teachers' conceptions of teams and teamwork

The focus of this study is the phenomenon of teams and teamwork. Currently the Professional Standards of Queensland’s teachers state that teams are critical to teachers’ work. This study uses a phenomenographic approach to investigate science teachers’ conceptions of teams and teamwork in the science departments of fifteen Queensland State secondary schools. The research identifies eight conceptions of teams and teamwork. The research findings suggest that the team represents a collective of science teachers bounded by the Science Department and their current timetabled subject. Collaboration was found in the study to be an activity that occurred between teachers in the same social space. The research recognises a new category of relationship between teachers, designated as ‘ask-and-receive’. The research identifies a lack of teamwork within the science department and the school. There appears to be no teaming with other subject departments. The research findings highlight the non-supportive team and teamwork policies, procedures and structures in the schools and identify the lack of recognition of the specialised skills of science teachers. The implications for the schools and science teachers are considerable, as the current Professional Standards of Education Queensland and the Queensland College of Teachers provide benchmarks of knowledge and practice of teams and teamwork for teachers. The research suggests that the professional standards relating to teams and teamwork cannot be achieved in the present school environment.

Conceptions of Teacher Identity: Creating Self-Boxes as Arts-Based Self-Study

This paper presents a palimpsest of ways in which self-study draws upon arts-based methods not just as processes towards teacher development, but also as means to problematize and inquire into conceptualizations of the self. It focuses on the creation of individual self-boxes that mediate teachers’ dynamic narratives of identity. Concepts of the unitary self, the decentred self and the relationship between inner and outer experience are challenged and illustrated through two interlapping stories made manifest through the creation of self-boxes. From time immemorial man has known that he is the subject most deserving of his own study, but he has also fought shy of treating this subject as a whole, that is, in accordance with its total character. (Buber, 1947, p. 140)

La faiblesse de volonté : conceptions classiques et dynamiques

La présente thèse expose, analyse et critique les positions classiques et modernes à l’égard de la nature et des causes de la faiblesse de volonté. L’identification du problème par Platon et Aristote a donné lieu à l’explicitation de principes et propositions portant sur la rationalité pratique en général et la motivation en particulier. Une discussion de ces principes et propositions est faite dans la mesure où ils ont conservé une certaine pertinence pour les théories modernes. Ce qui est devenu la conception standard de la stricte akrasie ainsi que son caractère prétendument paradoxal sont mis de l’avant. Nous argumentons qu’une position sceptique à l’égard de la stricte akrasie ne peut pas reposer sur une version ou une autre de la théorie des préférences révélées et montrons qu’une description du processus décisionnel est nécessaire pour attribuer une préférence synthétique ou un meilleur jugement. Nous abordons le débat philosophique qui oppose une conception internaliste du lien entre le meilleur jugement et la décision à une conception externaliste, et soutenons, sur la base de résultats expérimentaux en psychologie cognitive et en neuroscience, que cette dernière conception est plus robuste, bien qu’imparfaite. Ces résultats ne vont pas toutefois à l’encontre de l’hypothèse que les agents sont des maximisateurs dans la satisfaction de leur préférence, laquelle hypothèse continue de justifier une forme de scepticisme à l’égard de la stricte akrasie. Nous exposons, par contre, des arguments solides à l’encontre de cette hypothèse et montrons pourquoi la maximisation n’est pas nécessairement requise pour le choix rationnel et que nous devons, par conséquent, réviser la conception standard de la stricte akrasie. Nous discutons de l’influente théorie de Richard Holton sur la faiblesse de volonté non strictement akratique. Bien que compatible avec une conception non maximisante, sa théorie réduit trop les épisodes de faiblesse de volonté à des cas d’irrésolution. Nous exposons finalement la théorie du choix intertemporel. Cette théorie est plus puissante parce qu’elle décrit et explique, à partir d’un même schème conceptuel, autant la stricte akrasie que l’akrasie tout court. Ce schème concerne les propriétés des distributions temporelles des conséquences des décisions akratiques et les attitudes prospectives qui motivent les agents à les prendre. La structure de ces distributions, couplée à la dévaluation à l’égard du futur, permet également d’expliquer de manière simple et élégante pourquoi la faiblesse de volonté est irrationnelle. Nous discutons de l’hypothèse qu’une préférence temporelle pure est à la source d’une telle dévaluation et mentionnons quelques éléments critiques et hypothèses concurrentes plus conformes à une approche cognitiviste du problème.

Convergences et divergences dans les conceptions de la morale de Ronald Dworkin et Alasdair MacIntyre

Ce mémoire porte sur l’articulation de la morale en droit. Il soulève la question de l’objectivité de la morale dans la théorie du droit de Ronald Dworkin. Celui-ci doit pouvoir établir les critères de justification de la morale pour asseoir son autorité en droit. Il conteste la validité de la règle de reconnaissance de Hart qui exclue la morale comme source et comme justification inhérente au droit. Dans son dernier livre, Justice for Hedgehogs (2011), Dworkin présente sa thèse de l’unité de valeur entre le droit, la morale personnelle et la morale politique. Pour réussir à intégrer la morale au droit, il doit en défendre l’objectivité. Il développe une conception de la rationalité pratique et de la vérité propre à la morale. Sa conception de la rationalité pratique est rapprochée de celle d’Alasdair MacIntyre. Celui-ci rejette la prétention issue des Lumières d’une rationalité pratique universelle et neutre. Il développe une conception de la rationalité pratique fondée sur le concept de tradition d’investigation. Il fait l’histoire des principales traditions d’investigation depuis l’antiquité jusqu’à aujourd’hui. Il considère la tradition aristotélicienne supérieure, celle-ci réussissant mieux à donner objectivité et intelligibilité à la morale. Des points de convergence ou de divergence sont identifiés dans les conceptions de la morale de Dworkin et de MacIntyre. Ce rapprochement porte sur leurs positions respectives face aux principaux fondements théoriques en philosophie morale, leurs conceptions de la rationalité pratique et leurs définitions des notions de droit et de justice.

Children’s conceptions about mathematics and mathematics education

This paper deals with younger students’ (grade 2 and 5) conceptions about mathematics and mathematics education. The questionnaire consisted of three parts: (1) statements with a Likert-scale; (2) open-end questions where the students could explain further their conceptions; and, (3) a request to draw a picture of yourself doing mathematics. The results from the statements were summarised and the pictures were analysed. Most students in grade 2 had a positive attitude towards mathematics whereas a larger proportion in grade 5 gave negative answers. All students presented mathematics as an individual activity with a focus on the textbook. The elder students narrow the activity down to calculating. A post-questionnaire confirmed the results.

Taking responsibility for learning isn't everything : a case for developing tertiary students' conceptions of learning

This study examines first year university student perceptions of responsibility for their learning, within the context of their conceptions of learning, with a view to meeting two of the objectives of higher education in Australia: teaching students to think and to learn. A questionnaire was distributed to 100 students undertaking at least one first year subject at the University of Western Sydney (UWS) in 1998. Their written responses provided information about their conceptions of learning, as well as both direct and indirect indications of their perceptions of responsibility. Results indicated that students held perceptions of personal responsibility for their learning, but that their conceptions of learning were essentially quantitative in nature and were at the lower levels of complexity. The implications of these findings are discussed in terms of university teaching and learning, and of meeting the ultimate objectives of higher education.

What can practitioner perceptions tell us about our subject?

Part of the challenge of fostering learning is to open up learner minds to new possibilities or ways of thinking but is what we are encouraging learners to think really that different from the current practitioner conceptions? Having been uncomfortable with the focus of textbooks for the teaching of the core concept, the nature of a program, in the teaching of object-­oriented programming, we sought to discover how practitioner’s conceived the concept. Our findings provide a framework for understanding the different ways of conceiving the concept and the features that distinguish these conceptions. How could these conceptions and their critical features influence the focus in teaching especially in relation to computational thinking?

'Yes, the century is an ashen sun': poem and subject in the philosophy of Alain Badiou

This thesis examines the relation between philosophy, the poem and the subject in the mature philosophy of Alain Badiou. It investigates Badiou’s decisive contribution to these questions primarily by means of comparison, especially to Martin Heidegger, Philippe Lacoue-Labarthe and Theodor Adorno, as well as by analysing Badiou’s readings of poems and prose by Paul Celan and Samuel Beckett respectively as sites of potential dialogue with his immediate predecessors. The thesis stresses the importance of French philosophy’s German heritage, emphasising not only Badiou’s radical departure from Heidegger and his legacy, but also the former’s wholesale rejection of philosophies that would, in the wake of twentieth-century violence and beyond, proclaim their own end or completion. The thesis argues Badiou’s innovative readings of Celan and Beckett to be crucial to understanding this endeavour: for Badiou, both writers use the poem to affirm novel conceptions of subjectivity capable of transcending the historical conditions of their presentation. The title quotation from Badiou’s The Century, ‘Yes, the century is an ashen sun’, anticipates both the affirmative nature of these subjective figures, and their presience, beyond the bounds of a twentieth-century ‘ashen sun’ pervaded by melancholy, for the ‘new suns’ of the twenty-first. The thesis is in four chapters. The first chapter unfolds the central concepts of Badiou’s departure from Heidegger using Paul Celan’s poems to focus the enquiry. It is guided by two of Badiou’s most condensed declarations about the poem, that, firstly, ‘the modern poem harbours a central silence’, and secondly, that ‘Celan completes Heidegger’. The second chapter exposes the political implications of Heidegger’s writings on Friedrich Hölderlin and the role of the subject therein, offering at its close some thoughts about what Badiou calls, following Philippe Lacoue-Labarthe, the poem’s ‘becoming-prose’. It concludes by drawing the poem and politics into relation by way of the philosophical category of the subject. The third chapter reads Badiou’s concept of ‘anabasis’ against Heidegger’s ‘homecoming’ in order to think the possibility of a collective political subject’s formation in the wake of Auschwitz. The final chapter examines the imbrication of the Two of love and the ‘latent poem’ in Badiou’s reading of Samuel Beckett’s late prose, contrasting this ‘affirmative’ reading of Beckett to Theodor Adorno’s earlier emphases on negation. Following its investigations of subjectivity, poem and prose throughout, the thesis concludes by returning to the title quotation in order to unfold the particular relations between subject, affirmation and negation Badiou’s philosophy enacts, and to offer further routes forward for research regarding Badiou’s philosophy and aesthetic figuration.

Conceptions of responsibility within and beyond neoliberal frames: a story of leadership in an English primary school

This paper explores different conceptions of responsibility within and beyond neoliberal frames. Such exploration draws on the experiences and accounts of ‘Ashleigh’, a head teacher at a primary school in outer London that is part of an academy chain. Ashleigh and her school were key participants in a study that explored matters of accountability, performativity and equity. Through the presentation of interview data gathered from Ashleigh and six of her staff, the paper theorises ways of being a head teacher as aligning with the responsible neoliberal subject – a self-determined and rational actor who readily takes up the modes of regulation and measurement expected of them. It also highlights how this subjectivity sits within and alongside relations of care and concern for the welfare of students and teachers. The paper critically examines the implications of these different conceptions of responsibility in their production of different versions of professionalism. It also seeks to broaden current scholarly understandings of the responsible neoliberal subject and provide a counter-story to the tendency within public and political discourse for responsibility to be constructed in largely neoliberal terms.