Over the last decade, Papua New Guinea (PNG) has pursued educational reform in elementary teacher education. Because elementary teachers and teacher education are central to the reform agenda, there is a need to gain empirical evidence about how PNG teacher trainers' understandings about learning and teaching impact on their practice. The study…

In this paper I consider the case of one student, Todd Alexander, through analyzing the transcripts of his interviews between him and his teacher (Wolff-Michael Roth). I examine the role that emotions play in the development of the interpretive repertoires that Todd employed as he talked about his scientific and his religious beliefs. I identify…

Studies of students' educational outcomes tend to be based on rather simple input-output models. The aim of this article is to demonstrate that more informed theoretical perspectives are appropriate to analyses of quantitative data on professional learning processes. It is suggested that "connection to knowledge" and "wanting structure" are…

This paper considers the bottom-up vision of the learning society. Unlike the top-down approach, the bottom-up approach does not start by specifying the purposes of learning which should direct the development of the learning society, but from observing interactions among learning individuals as agents. While in the relevant literature and…

Uses the framework of a symposium to present an imagined discussion by historical figures about whether and how knowledge might be acquired. Discussants include Democritus, Protagoras, Heraclitus, Socrates, Jesus, Gorgias, Nietzsche, Buddha, and Kierkegaard. (Contains 40 endnotes.) (SK)

Proposes the conceptualization of work knowledge as co-emergence, based on the theory of enactivism. Discusses three dimensions of enactivism: (1) knowledge unfolds in systems; (2) understanding is embedded in relationships among systems, not in the minds of individual actors; and (3) learning is continuous invention and exploration, linked to…

Learning is better than knowing, generalization is more illuminating than abstract generality or universality because we perceive and thus become conscious of change or development only. Signs and representations establish the dialectic of fixation on the one hand and transformation on the other, which is so essential to learning and cognition.…

This article presents results from a longitudinal study following a cohort of medical students. Semistructured interviews are conducted every year, in which the students tell about their experiences learning medicine, their daily life, and their social activities in relation to university. The aim of the study is to analyze how medical students…

In this article, we describe how the concept of "learning to learn" has developed in Spain, and give you an overview of relevant Spanish projects. First, we sketch out how this approach has developed in Spanish educational laws. We then give examples of research projects, assessment instruments and instructional programmes pertinent to…

The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational process processes, and lacks attention to affective aspects as well as motivational constructs in students' learning science. This is a vast underestimation of the complexity and diversity of one's change of conceptions. The…

This study explores concepts of learning used by leaders, focusing on learning for leadership through day-to-day workplace experiences. The participants were drawn from the senior management team within a school, the chair of governors of the school and the local authority school improvement advisor. Concept mapping was used as a participatory…

Emphasizes the role of intuition in the learning process where rational knowing alone does not suffice. Connects practical, didactic examples applied in a university course in psychology to some epistemological suppositions of different aspects of intuition. (EV)

The Dreyfus (2001) account of seven stages of learning is considered in the context of the Dreyfus (1980s) account of five stages of skill development. The two new stages, Mastery and Practical Wisdom, make more explicit certain themes implicit in the five-stage account. In this way Dreyfus (2001) encourages a more reflexive approach. The themes…

This article examines the problem of learning to learn from the perspective of research on the organization and quality of students' knowledge. This approach is based on the assumption that students' learning competencies can be studied through the analysis of the outcomes of schooling. The article synthesizes findings of a long-term research…

Bloomer began using the concept of "learning careers" in 1996 with similar ideas being offered by Hodkinson on "careership". Their collaboration began in relation to research conducted on the transition from school to Further Education. Part of the rationale put forward for further developing this concept was that much of the…