David Geelan
Biographic Data
| ID | 1248808 |
|---|---|
| NAME | David Geelan |
| GIVEN NAMES | David |
| FAMILY NAME | Geelan |
| SIGNATURE | GEELAN D |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0002-7455-0713 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Preparing pre-service teachers to teach with information technology
Research, primarily from pre-service teachers’ perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana’s teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap…
Towards a constructivist view of instructional explanations as a core practice of science teachers
Instructional explanations are sometimes viewed as part of a nonconstructivist, solely teacher‐centered learning environment, leading to the perception that they are ineffective or inappropriate for teaching science. Consequently, teacher education programmes seldom focus on preparing teachers to explain scientific concepts effectively. Interestingly, the perception of a specific kind of instructional explanation in teaching has evolved in recent…
Physical Science Teacher Skills in a Conceptual Explanation
There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student’s understanding of the powerful concepts of science. This …
Using Butler to understand the multiplicity and variability of policy reception
Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the fo…
When Christianity and Homosexuality Collide
Reconciling sexual orientation with religious and spiritual beliefs can be challenging for Christian homosexuals, since many Christian churches teach that homosexual behavior is sinful. A qualitative study of 10 male and 10 female Christian homosexuals was conducted via semistructured interviews. This article seeks to explore the potential conflict between Christianity and homosexuality faced by the respondents. Participants' life stories and exp…
Bridging the Research-Practice Gap
The issue of the “research-practice gap”—the problematic relationship between research in education and educational practice—has been widely reported in the literature. This critical literature review explores some of the causes and features of the gap and suggests some possible approaches for addressing it. These solutions involve changes in the practices of both researchers and practitioners
When Christianity and Homosexuality Collide
Reconciling sexual orientation with religious and spiritual beliefs can be challenging for Christian homosexuals, since many Christian churches teach that homosexual behavior is sinful. A qualitative study of 10 male and 10 female Christian homosexuals was conducted via semistructured interviews. This article seeks to explore the potential conflict between Christianity and homosexuality faced by the respondents. Participants' life stories and exp…
Using Butler to understand the multiplicity and variability of policy reception
Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the fo…
Bridging the Research-Practice Gap
The issue of the “research-practice gap”—the problematic relationship between research in education and educational practice—has been widely reported in the literature. This critical literature review explores some of the causes and features of the gap and suggests some possible approaches for addressing it. These solutions involve changes in the practices of both researchers and practitioners
When Christianity and Homosexuality Collide
Reconciling sexual orientation with religious and spiritual beliefs can be challenging for Christian homosexuals, since many Christian churches teach that homosexual behavior is sinful. A qualitative study of 10 male and 10 female Christian homosexuals was conducted via semistructured interviews. This article seeks to explore the potential conflict between Christianity and homosexuality faced by the respondents. Participants' life stories and exp…
Using Butler to understand the multiplicity and variability of policy reception
Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the fo…
Physical Science Teacher Skills in a Conceptual Explanation
There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student’s understanding of the powerful concepts of science. This …
Preparing pre-service teachers to teach with information technology
Research, primarily from pre-service teachers’ perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana’s teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap…
Towards a constructivist view of instructional explanations as a core practice of science teachers
Instructional explanations are sometimes viewed as part of a nonconstructivist, solely teacher‐centered learning environment, leading to the perception that they are ineffective or inappropriate for teaching science. Consequently, teacher education programmes seldom focus on preparing teachers to explain scientific concepts effectively. Interestingly, the perception of a specific kind of instructional explanation in teaching has evolved in recent…
Psychology (5 works) · Mathematics education (4 works) · Sociology (4 works) · Computer Science (3 works) · Epistemology (3 works) · Pedagogy (3 works) · Teaching method (3 works) · Constructivist teaching methods (2 works) · Science education (2 works) · Science Education and Pedagogy (2 works)