Developing a descriptive framework for comprehending the inherent moral significance of teaching

Kan, Carlos A. van; Ponte, Petra; Verloop, Nico

doi:10.1080/14681366.2010.504648

Cited by 4 publications

(1 citation statement)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A conceptual framework Departing from Imelman's overarching and compound question: 'Who should be taught what, when, how, and why?,' we developed a conceptual framework (Van Kan, Ponte, & Verloop, 2010a). The main purpose of this framework was to enable a systematic and in-depth analysis of interview data (this will be further explained in Method section), in subsequent stages of the study.…”

Section: Puts Itmentioning

confidence: 99%

How do teachers legitimize their classroom interactions in terms of educational values and ideals?

Kan

Ponte

Verloop

2013

Teachers and Teaching

Self Cite

View full text Add to dashboard Cite

Section: Puts Itmentioning

confidence: 99%

How do teachers legitimize their classroom interactions in terms of educational values and ideals?

Kan

Ponte

Verloop

2013

Teachers and Teaching

Self Cite

View full text Add to dashboard Cite

Knowing everything from soup to dessert: an exploratory study to describe what characterises students’ vocational knowledge

Heusdens

Baartman

Bruijn

2018

Journal of Vocational Education & Training

View full text Add to dashboard Cite

Students' vocational knowledge can be defined as all knowledge students require performing within occupational practice. In the context of vocational education and training, students' vocational knowledge is often discussed from a perspective of either what should be taught and learned in schools or different kinds of knowledge students should gain in occupational practice. Much less focus is on students' vocational knowledge itself. This exploratory in-depth study aims to describe what characterises students' vocational knowledge. To explore students' vocational knowledge, an analytic framework is used to describe vocational knowledge characteristics specifying: (1) occupation-specific knowledge components, and (2) qualities. Results show the framework provides a structure to gain insight into the nature and meaning of vocational knowledge, and is valuable to describe characteristics in terms of knowledge components such as technical procedures or the social and occupational environment, and qualities such as richness, complexity and specificity. Additionally, to use an existing frameworkoriginally developed in the contexts of ICT and Social Work -its usefulness is explored in a new context, namely, the hospitality industry. Recommendations about the framework serving as a potential tool to support students' learning processes are provided.

show abstract

Pant Leg Pedagogy: Context and Conflict at Tafsīr Islamic Academy

Weiss

2022

Pedagogy, Culture & Society

View full text Add to dashboard Cite

Developing a descriptive framework for comprehending the inherent moral significance of teaching

Cited by 4 publications

References 7 publications

How do teachers legitimize their classroom interactions in terms of educational values and ideals?

How do teachers legitimize their classroom interactions in terms of educational values and ideals?

Knowing everything from soup to dessert: an exploratory study to describe what characterises students’ vocational knowledge

Pant Leg Pedagogy: Context and Conflict at Tafsīr Islamic Academy

Contact Info

Product

Resources

About