This paper is a report on the findings of a study undertaken with a number of teachers who have c... more This paper is a report on the findings of a study undertaken with a number of teachers who have completed their SMART Classrooms Professional Development Framework - Digital Pedagogical License (SCPDF-DPL). These SCPDF-DPL’s provide rich descriptions of a teacher’s professional values, relationships, knowledge and practice with using digital technologies. This study extends Shulman’s (1986, 1987) work on pedagogical reasoning to include technology. The aim of this study is to understand how teachers, across various career stages, reason with technology. As part of this research project, teachers have given access to their online SCDPL-Digital Pedagogical License. These SCPDF-DPLs were reviewed using Shulman’s Model of Pedagogical Reasoning and Action as a lens. Findings indicate there is evidence of Pedagogical Reasoning with technology embedded in the portfolios of these four experienced teachers.
International Journal of Multiple Research Approaches, 2010
This paper argues for the potential for a particular data-gathering tool used in educational rese... more This paper argues for the potential for a particular data-gathering tool used in educational research to provide opportunities for the professional development of participants. The particular method is video-stimulated recall. The evidence in the literature suggests that this methodology used to gather data does have a valuable role in promoting the refl ective practices of teachers. The paper further argues that in order to be effective, professional development needs to take into account the context of teachers' work so that their professional practice is linked in the strategies used for professional development. Video-stimulated recall is one tool that can provide a direct link between theory and practice.
... This article presents the way in which one early‐career teacher from the study's cohort ... more ... This article presents the way in which one early‐career teacher from the study's cohort of 10 talks about her experiences with other members of the community of practice. Her stories of the relationships shape and represent her self‐identity within that community. ...
Not having clear pathways, or the social means and personal capacities to make a productive trans... more Not having clear pathways, or the social means and personal capacities to make a productive transition from schooling can inhibit young people"s participation in social and economic life thereafter. This paper advances an analysis of how policy documents associated with senior schooling from across Australian states address the needs of students who are most at risk of not securing productive transitions. The review identifies that many of the goals emphasised the autonomy of students in taking control of their own transitions. However, such individualistic views downplay the importance of the mediating role that access to cultural, social and economic capital is likely to play in the negotiations involved in making a productive transition. Thus, the needs of 'at-risk' students who may have limited access to the forms of capital offering the best support for these negotiations are not well acknowledged in the policies.
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Papers by Cheryl Sim