Meanings Under the Microscope (Part 1)
Special Issue of International Journal of Pedagogies & Learning
Volume 1 Issue 1 September 2005
pages ISBN
A special issue of the International Journal of Pedagogies and Learning
Edited by Shirley O'Neill and Patrick Alan Danaher
Published in September 2005
Part 1 of a series of special issues on 'Meanings Under the Microscope' engages with issues entailed in university programs preparing graduates for careers as early childhood, primary and vocational educators and as members of defence forces. It canvasses the perspectives on pedagogies and learning held by researchers working in Australia, Malaysia and Pakistan.
Stacey et al investigates the measurement and manipulation of epistemological beliefs in early childhood education students and the utility of linking explicit reflection and experience in research pedagogy.
Ustick documents the strategies needed to enhance the development of deep learning and critical thinking and the complexities of maximising coherence within such programs.
Arden et al debate the issues involved in designing an education program for tradespeople and professionals moving into teaching. They present a dialectic drawing on critical theory, criticality and the humanist tradition informed by reflective and reflexive practice.
Juhary looks at the introduction of e-learning to undergraduates at the Military Academy of Malaysia. Like all forms of education, e-learning is not necessarily a panacea and its introduction must be preceded and accompanied by careful and serious weighing of options.
Anwar and Iqbal propose a blend of concept maps and discovery learning to underpin teaching algebra of group theory. The study has relevance particularly to university teachers and administrators concerned with reducing attrition from courses of this type.
This issue also reviews Chris Tyler's edited book Traveller Education: Accounts of Good Practice, about a specialised pedagogy for learners whose ethnicity and/or occupations reflect/s a mobile lifestyle.
This inaugural issue of the International Journal of Pedagogies and Learning encapsulates and synthesises such a rich diversity of strategies, issues, concepts and arguments about educational philosophy, policy and practice that range broadly across contexts, countries and sectors.
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