This book explores how logic-in-use leads to a particular understanding of the phenomena of interest. This book was originally published as a special issue of Pedagogies: An Educational Journal.
This book explores how logic-in-use leads to a particular understanding of the phenomena of interest. This book was originally published as a special issue of Pedagogies: An Educational Journal.
Judith L. Green is Professor Emeritus in the Department of Education at the University of California, Santa Barbara, USA. W. Douglas Baker is Professor in the Department of English Language and Literature at Eastern Michigan University, Ypsilanti, USA.
Inhaltsangabe
Introduction: Exploring challenges in designing and teaching (inter)disciplinary and (inter)cultural programmes in higher education 1. Language and culture learning in higher education via telecollaboration 2. An emic lens into online learning environments in PBL in undergraduate dentistry 3. Designing interdisciplinary instruction: exploring disciplinary and conceptual differences as a resource 4. Challenging points of contact among supervisor, mentor teacher and teacher candidates: conflicting institutional expectations 5. Navigating across academic contexts: Campo and Angolan students in a Brazilian university 6. Interdisciplinary dialogues as a site for reflexive exploration of conceptual understandings of teaching¿learning relationships
Introduction: Exploring challenges in designing and teaching (inter)disciplinary and (inter)cultural programmes in higher education 1. Language and culture learning in higher education via telecollaboration 2. An emic lens into online learning environments in PBL in undergraduate dentistry 3. Designing interdisciplinary instruction: exploring disciplinary and conceptual differences as a resource 4. Challenging points of contact among supervisor, mentor teacher and teacher candidates: conflicting institutional expectations 5. Navigating across academic contexts: Campo and Angolan students in a Brazilian university 6. Interdisciplinary dialogues as a site for reflexive exploration of conceptual understandings of teaching¿learning relationships
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