Analyzing situated cognition theory and its relation to teacher education

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Ghasempour Khoshroodi Erfane; DEHGHANI MARZIEH; TALKHABI MAHMOUD; DORRANI KAMAL; SALEHI KEYVAN

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Journal: NEW THOUGHTS ON EDUCATION Year:2019 | Volume:15 | Issue:1 Page(s): 161-186

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Title

Analyzing situated cognition theory and its relation to teacher education

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Keywords

Cognitive ScienceQ1

Situated CognitionQ1

Teacher EducationQ1

CognitionQ2

LearningQ2

Abstract

This paper aimed at investigating the theory of Cognition/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank">Situated Cognition and its possible application in Teacher Education. Based on new perspectives in the field of Cognitive Science, Cognition and its related components are not limited to the mind and mental processes. From the perspective of this theory, knowledge is distributed and is actively produced by participating in the different situations, the authentic activities and living in its special culture. The current paper based on the perspective of Cognition/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank">Situated Cognition theory (SCT) and referring to normative inquiry explains the educational principles of SCT by using document and inference analysis. These principles included Learning in context, community of practice, Learning as active participation, knowledge in action, mediation of artifacts, tools and artifacts as cultural repositories, rules, norms and beliefs, history, levels of scale, interactionism, and identity and constructions of the self. Then, the application of each of these principles in Teacher Education was explained. Finally, the paper proposeed two key strategies including implemention of cognitive apprenticeship and forming community of practice to apply the SCT in the educational systems in Iran in general and particularly in Teacher Education.

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APA: Copy

Ghasempour Khoshroodi, Erfane, DEHGHANI, MARZIEH, TALKHABI, MAHMOUD, DORRANI, KAMAL, & SALEHI, KEYVAN. (2019). Analyzing situated cognition theory and its relation to teacher education. NEW THOUGHTS ON EDUCATION, 15(1 ), 161-186. SID. https://sid.ir/paper/86795/en

Vancouver: Copy

Ghasempour Khoshroodi Erfane, DEHGHANI MARZIEH, TALKHABI MAHMOUD, DORRANI KAMAL, SALEHI KEYVAN. Analyzing situated cognition theory and its relation to teacher education. NEW THOUGHTS ON EDUCATION[Internet]. 2019;15(1 ):161-186. Available from: https://sid.ir/paper/86795/en

IEEE: Copy

Erfane Ghasempour Khoshroodi, MARZIEH DEHGHANI, MAHMOUD TALKHABI, KAMAL DORRANI, and KEYVAN SALEHI, “Analyzing situated cognition theory and its relation to teacher education,” NEW THOUGHTS ON EDUCATION, vol. 15, no. 1 , pp. 161–186, 2019, [Online]. Available: https://sid.ir/paper/86795/en

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