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(F) are specific and different in each category. In classification it is in line with the definitions and explanations as given by Bernstein (1996) with the addition of fair. Using the concepts from the related literature and specifically the concepts provide from Bernstein (1982 & 1996) I

categorized the tables accordingly. The categories will and Realization between concepts and the learning

identify areas.

the Classification, While organizing

Recognition the data I

distinguished between weak recognition and realization. classification and framing by

(W) and strong (S) classification and used the According to my knowledge these categories Bernstein (1996) and related literature.

same

categories

was

only used

for for

I found that it was difficult to clearly place some of the data as either weak or strong and came up with a term in order to place all data collected, hence the category fair (F) came to light. The categories in the tables two and three will also speak to the knowledge of the teachers about the other‟s learning areas in connection to these specific concepts in relation to Classification (boundary insulated strength between learning Areas). Weak classification implies that the insulated boundaries between the learning areas are blurred to allow integration, strong classification implies that the boundaries between learning areas are insulated and not blurred to allow for integration between learning areas and concepts. Fair classification implies that the insulation of boundaries is selective in the choice or degree of allowing integration between the learning areas and concepts.

In the instance of recognition, weak will imply no knowledge about the concept or learning areas and how to integrate it, Strong recognition will imply a high degree of knowledge about the concept or learning areas and how to integrate it and fair recognition implies that the concept or learning area is known but the knowledge about how to integrate is not explicit.

Strong realization implies that the knowledge base of the concept is at a high degree and can be explicitly explained, as well as the integration between concepts and learning areas. This implication is therefore in line with what Shulman (1986) refers to as a high degree of applied Pedagogic content knowledge within and across domains. Weak realization is when the degree of knowledge in terms of the integration of concepts and knowledge is at a low level and the explanation thereof is incomplete or vague. In the instance of fair realization the respondents Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

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