Myint Swe Khine – författare

Drawing on the theories and philosophies of Deleuze and Guattari, this edited collection explores the concept of rhizomatic learning and consolidates recent explorations in theory building and multidisciplinary research to identify new directions in the field.

Knowledge transfer is no longer a fixed process. Rhizomatic learning posits that learning is a continuous, dynamic process, making connections, using multiple paths, without beginnings, and ending in a nomadic style. The chapters in this book examine these notions and how they intersect with a contemporary and future global society. Tracking the development of the field from postructuralist thinking to nomadic pedagogy, this book goes beyond philosophy to examine rhizomatic learning within the real world of education. It highlights innovative methods, frameworks, and controversies, as well as creative and unique approaches to both the theory and practice of rhizomatic learning.

Bringing together international contributors to provide new insights into pedagogy for 21st-century learning, this book will be of interest to academics, researchers, and postgraduate students in education and adjacent fields.

Drawing on the theories and philosophies of Deleuze and Guattari, this edited collection explores the concept of rhizomatic learning and consolidates recent explorations in theory building and multidisciplinary research to identify new directions in the field.

Knowledge transfer is no longer a fixed process. Rhizomatic learning posits that learning is a continuous, dynamic process, making connections, using multiple paths, without beginnings, and ending in a nomadic style. The chapters in this book examine these notions and how they intersect with a contemporary and future global society. Tracking the development of the field from postructuralist thinking to nomadic pedagogy, this book goes beyond philosophy to examine rhizomatic learning within the real world of education. It highlights innovative methods, frameworks, and controversies, as well as creative and unique approaches to both the theory and practice of rhizomatic learning.

Bringing together international contributors to provide new insights into pedagogy for 21st-century learning, this book will be of interest to academics, researchers, and postgraduate students in education and adjacent fields.

In this book, first-hand accounts from academics and practitioners explore the concept of "professional identity development" in the context of higher education and provide guidance to develop and enhance professionalism.

The Development of Professional Identity in Higher Education presents a new understanding of identity development. Highlighting the importance of building positive identities in the development of a professional career, it argues for a reframing of the way academics think of themselves, suggesting the role of "practitioner" as one in which there is a continuous need to develop their professionalism as it connects to their daily practices and different identities. With contributions from a range of international authors, it demonstrates how professional development can change our beliefs and perceptions of the profession itself, whether it be through on-the-job instruction aimed at making teachers/researchers better, or through "self-learning" whereby teachers and researchers learn to develop and enhance their teaching and research competency through daily activities and self-analysis.

This book will be of great interest to researchers and graduate and postgraduate students in teacher education and professional development.

In this book, first-hand accounts from academics and practitioners explore the concept of "professional identity development" in the context of higher education and provide guidance to develop and enhance professionalism.

The Development of Professional Identity in Higher Education presents a new understanding of identity development. Highlighting the importance of building positive identities in the development of a professional career, it argues for a reframing of the way academics think of themselves, suggesting the role of "practitioner" as one in which there is a continuous need to develop their professionalism as it connects to their daily practices and different identities. With contributions from a range of international authors, it demonstrates how professional development can change our beliefs and perceptions of the profession itself, whether it be through on-the-job instruction aimed at making teachers/researchers better, or through "self-learning" whereby teachers and researchers learn to develop and enhance their teaching and research competency through daily activities and self-analysis.

This book will be of great interest to researchers and graduate and postgraduate students in teacher education and professional development.

This two-volume book addresses the need for continuous professional development among educators in higher education to meet contemporary challenges and enhance teaching quality.

Teaching in higher education is a context-sensitive and culturally based activity that requires a dialogic approach between teachers and students, making it essential for educators to stay updated with the latest teaching strategies and methodologies. This first volume is focused on establishing conceptual clarity, pedagogical models and systemic frameworks that advance professionalism, underpin teaching excellence and support educational transformation in higher education, paving the way for in-depth investigation of pedagogical growth in specific contexts in Volume 2. This volume is organised into two thematic sections. Chapters in the first section explore the conceptual, philosophical, and systemic underpinnings of pedagogical competence, addressing accreditation, standardisation, and the balance between theory and practice, and laying the foundation for understanding teaching as a profession grounded in both technical expertise and ethical reflection. The second section situates pedagogical competence within institutional, cultural, and geopolitical contexts, and explores how educators in varied and sometimes fragile higher education systems negotiate development amid structural, digital, and socio-political challenges. Through case studies from Yemen and postcolonial settings, the chapters illustrate how contextual constraints can become catalysts for innovation and resilience.

An indispensable resource for educators in higher education, these two volumes address the critical need for continuous professional development, reflective practice and collaboration, for advancing pedagogical professionalism, and for ensuring that higher education remains responsive to the needs of students and society.

This two-volume book addresses the need for continuous professional development among educators in higher education to meet contemporary challenges and enhance teaching quality.

Teaching in higher education is a context-sensitive and culturally based activity that requires a dialogic approach between teachers and students, making it essential for educators to stay updated with the latest teaching strategies and methodologies. This first volume is focused on establishing conceptual clarity, pedagogical models and systemic frameworks that advance professionalism, underpin teaching excellence and support educational transformation in higher education, paving the way for in-depth investigation of pedagogical growth in specific contexts in Volume 2. This volume is organised into two thematic sections. Chapters in the first section explore the conceptual, philosophical, and systemic underpinnings of pedagogical competence, addressing accreditation, standardisation, and the balance between theory and practice, and laying the foundation for understanding teaching as a profession grounded in both technical expertise and ethical reflection. The second section situates pedagogical competence within institutional, cultural, and geopolitical contexts, and explores how educators in varied and sometimes fragile higher education systems negotiate development amid structural, digital, and socio-political challenges. Through case studies from Yemen and postcolonial settings, the chapters illustrate how contextual constraints can become catalysts for innovation and resilience.

An indispensable resource for educators in higher education, these two volumes address the critical need for continuous professional development, reflective practice and collaboration, for advancing pedagogical professionalism, and for ensuring that higher education remains responsive to the needs of students and society.

This book introduces and explores the nature of large scale reform, and offers a fresh insight into the importance of social capital and professional development leadership for teachers and school management. It synthesizes research on the role of the professional development leader and the importance of social capital in schools, and examines its potential to impact large scale, system-wide, reform projects.

The text presents a range of international examples and theories from renowned researchers and educationists, which illustrate the challenge of raising the prominence of education social capital in schools. Considering crucial research that informs effective adult learning interventions, underlying themes supporting constructivist and transformative interventions are identified and woven into the narrative. Factors and variables needed to encourage and implement initiatives are examined, and each section is accompanied by case studies from around the world.

The book is split into five sections and twelve parts which include:

-The Lesson of Large Scale Reform for Leadership Development-Assessment of Wide Scale Educational Reform Initiatives-Developing Social Capital through National Education Reform-System Improvement through Professional Learning Communities

Large Scale School Reform and Social Capital Building will be of interest to policy makers and system reform leaders, along with researchers and postgraduate students with a focus on continuous professional development, educational reform and school leadership.

This book introduces and explores the nature of large scale reform, and offers a fresh insight into the importance of social capital and professional development leadership for teachers and school management. It synthesizes research on the role of the professional development leader and the importance of social capital in schools, and examines its potential to impact large scale, system-wide, reform projects.

The text presents a range of international examples and theories from renowned researchers and educationists, which illustrate the challenge of raising the prominence of education social capital in schools. Considering crucial research that informs effective adult learning interventions, underlying themes supporting constructivist and transformative interventions are identified and woven into the narrative. Factors and variables needed to encourage and implement initiatives are examined, and each section is accompanied by case studies from around the world.

The book is split into five sections and twelve parts which include:

-The Lesson of Large Scale Reform for Leadership Development-Assessment of Wide Scale Educational Reform Initiatives-Developing Social Capital through National Education Reform-System Improvement through Professional Learning Communities

Large Scale School Reform and Social Capital Building will be of interest to policy makers and system reform leaders, along with researchers and postgraduate students with a focus on continuous professional development, educational reform and school leadership.

Beliefs about nature of knowledge and learning, or epistemological beliefs have been an interest of educational researchers and psychologists for the past several years. New perspectives on theoretical, conceptual and methodological approaches and empirical studies on epistemological beliefs are emerging in the literature as a well-defined field of study. Studies show that personal epistemology has influence on comprehension, study strategies, learning process and academic performance. Research in this area has undergone considerable growth in the past decades and has now reached a stage of notable diversity and internationalization. Bringing together prominent educators and researchers, this book focuses on conceptual and methodical issues and state-of-the-art theoretical understanding on epistemological beliefs from educational and psychological perspectives. It is a critical and specialized source that describes recent advances in conceptualization and epistemological studies across diverse cultures.

The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe—while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload.

The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including:

The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.