NATED Track 2: Teaching, learning, and subject domains
Research in Track 2 investigates questions and concerns related to teaching and learning within specific subject domains and learning across sites.
Research in track 2 aims at increased knowledge about interactions, such as teacher-content-students, student-content, and student-content-student, within contexts that differ in relation to the use of tools, including digital tools, and varies in terms of patterns of interaction and genres, assessment practices and task organization.
Research that addresses functional literacy capacities that enable participation in specialized discourses such as future studies, and participation in public arenas are both important in research on teaching and learning in subject domains. Developing such capacities includes learning from and through multiple representations by transformation of semiotic resources.
Teachers’ formative and summative assessment practices are important aspects in the designing of learning contexts to support productive engagement in subject domains. What teachers believe, know and do to promote learning and social development through classroom instruction in specific subject domains, as well as the consequences this can have for diverse groups of learners, are also important areas of focus.
Learning situations are embedded in broader cultural patterns that serve various purposes in the school as an institution. It is important to analyze the implications of social norms and values for a diverse student body in relation to their level of participation and opportunities for negotiation of identity. This includes the interplay between beliefs, agency, motivation and social norms at the intra-personal, inter-personal and institutional levels of analysis.
This track further explores ways of understanding learning across different sites and contexts, including how students and teachers relate to aspects of learning activities and to demands from outside school in their teaching, and also the process by which qualifications and competencies are important for cultural processes outside schools. Developing models and research designs that reflect the dynamic relations between teaching, learning and specific knowledge domains is a key challenge.
Learning situations, interactions and values are studied using various multi-methodological approaches and through the use of multiple texts and genres in educational research. In particular, students in Track 2 are introduced to methodological and theoretical perspectives concerning the use of videos and ways by which to analyze interactions based on video data. The strengths and weaknesses particular to the use of video tools and the various means of analyzing (including the inductive and deductive methods) are provided in PhD-level courses and are addressed through continual feedback on the students’ work. Discourse analysis is another important methodological approach in Track 2, and participants are offered theoretical tools for working with discourse in terms of theoretical understandings related to language and its interrelations with context from varied perspectives. Participants will encounter a variety of methodological approaches in the analysis of values in discourse as well as designing contexts that lead to change in discourse as traces of students learning.