Attention Australian teachers, do you have 10 minutes to spare to complete a survey and go in a draw to win professional development for your school?
Analysing pedagogical naming systems from different cultures to reconceptualise classroom practice and advance educational theory.
Internationally, our educational theories, research and descriptions of practice are framed in English, which names some aspects of the classroom, but ignores key aspects named in other languages. This limits our capacity to access, connect and adapt the wisdom of other cultures.
The Lexicon Project will initiate cross-cultural dialogue to identify pedagogical terms from selected educational communities and use these as analytical tools to categorise, interrogate and enrich classroom practice, classroom research, and educational theorising.
We intend to achieve five things:
- Identify coherent networks of pedagogical terms in selected well-established pedagogical traditions by which different communities describe the mathematics classrooms of competent teachers;
- Identify visual evidence of the occurrence of the objects/events/activities named by such terms in classroom video material from all participating countries;
- Generate detailed English operational definitions of each non-English term, describing both the form and the function of each named object/event/activity;
- Gain significant insight into the pedagogical meanings and coherence of the technical vocabulary available to educators and researchers in the selected countries, sufficient to determine those activity clusters likely to prove amenable to adaptation for more widespread use in mathematics classrooms internationally as constituent elements of an International Lexicon;
- Expand the variety of constructs available for the purpose of theorizing about classroom practice and for identifying the characteristics of accomplished practice.
Professor David Clarke