Abstract
The introduction part presents the rationale of the book with a focus on how it fills a gap in the literature of methodologies of mediation. Most of the published literature focuses on selected, specific methodologies and their implications for curriculum and practice. In this book we move one step further by establishing connections between theoretical, empirical and practical-based aspects of nine recognized methodologies of mediation in teacher learning: The story, the visual text, the case, the video, the simulation, the portfolio, lesson study, action research and communicative technologies. The first chapter introduces a theoretical and heuristic framework for examining nine of the most commonly used methodologies of mediation in teacher education, in terms of their purposes (what for), processes (how), and outcomes (what), both distinctively and inclusively. Specifically, it unpacks the notion of mediated learning with a focus on its theoretical groundings, mediated adult learning; prevalent orientations to professional learning and how they play out in teacher education (strategic, cognitive and socio-cultural orientations) and an emergent analytical framework for the consolidation of approaches to the mediation of professional learning. The nine chapters on the methodologies offer a synthesis of extant research and evidence on the ‘what’ ‘why’ and ‘how’ of each methodology: Its theoretical groundings, empirical research and forms of implementation in teacher education to mediate professional learning. The first chapter introduces the organization of the book along with a short overview of the nine methodologies elaborated throughout the chapters.
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Orland-Barak, L., Maskit, D. (2017). Mediation in Professional Learning. In: Methodologies of Mediation in Professional Learning. Professional Learning and Development in Schools and Higher Education, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-319-49906-2_1
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