Titlebook: Exploring Education and Professional Practice; Through the Lens of Kathleen Mahon,Susanne Francisco,Stephen Kemmis Book 2017 Springer Scie

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Practice Architectures of Simulation Pedagogy: From Fidelity to Transformation,actice, but through much more fluid play between real and imagined worlds. This provides a basis from which to pinpoint the transformative potential of simulation, avoiding the traps of conservatism that accompany a view that is too closely tied to a fixed, stable reality referent. This involves a s

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,Infants’ Practices: Shaping (and Shaped by) the Arrangements of Early Childhood Education,s. Infants’ practices are not only shaped by the practice architectures of ECE, they also shape the practices of educators and, so, the practice architectures of their particular setting. Implications for the agency of infants in actively contributing to their lived experiences in ECE settings are d

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Mentoring as Part of a Trellis of Practices that Support Learning,oth formal and informal mentoring. Additionally, the chapter uses the theory of ecologies of practices in a modified way to explore the practices that support learning in four of the case studies from the broader study. It does this by looking at the inter-relationships between mentoring and other P

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Collegial Mentoring for Professional Development,he lens of practice architectures. Foucault’s notion of power is also used as a theoretical frame. This analytical approach brings new insight to what enables and constrains professional learning in mentoring practices.

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Leading as a Socially Just Practice: Examining Educational Leading Through a Practice Lens, This endeavour is revealed as contested, contradictory, and only partially successful..In this chapter I argue that bringing into being more sustainable and socially just leading and teaching practices requires theorising classrooms, staffrooms, playgrounds and schools more broadly as sites of prac

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Provoking Praxis Amidst a Faculty Restructure: A Practice Architecture Perspective,actice architectures and other practice theories. We explore some of the salient architectures that were identified in the research, focussing our discussion on possibilities for enacting critical pedagogical praxis in the context of a faculty restructure. Ways in which academics were able to negoti

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Book 2017ices create distinctive intersubjective spaces, so that people encounter one another in particular ways (a) in particular semantic spaces, (b) that are realised in particular locations and durations in physical space-time, and (c) in particular social spaces. By applying such insights, readers can w

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rticular ways (a) in particular semantic spaces, (b) that are realised in particular locations and durations in physical space-time, and (c) in particular social spaces. By applying such insights, readers can w978-981-10-9563-4978-981-10-2219-7