By Voroshilov A. A., Kilbas A. A.
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Extra resources for A Cauchy-Type Problem for the Diffusion-Wave Equation with Riemann-Liouville Partial Derivative
Where do these motivations come from? And how are they mediated in the teachers’ actions? Such educational motives can be read against teachers’ identifications with particular ways of being. Our chief example is to do with how individual teachers enact policy in their everyday practice. But they may paint themselves in more heroic terms. We are viewing the process of becoming a teacher from two perspectives, the phenomenological and the official. A psychoanalytic model is used to inspect how social demands are embraced and how they are or might be resisted or rejected.
3 This has been discussed by Brown (2008b). (2010). 1 Introduction 33 Albeit a number of different theoretical models, sociological, phenomenological and anthropological, have been used over the years to conceptualise the student experience of learning to teach. 11 The influential work of Lave and Wenger (1991), for example, saw the development of expertise and understanding as situational and contextually grounded and learning resulting not “from talk” but “to talk”, in a master/apprentice relationship which functioned to confer legitimacy rather than to provide teaching.
11 The British government meanwhile has made it official policy for its subjects to be “happy” since “happiness” is compatible with employability. A number of Cognitive Behaviour Therapy sessions 20 2 Mathematics Teaching and Identity An alternative interpretation of Freud’s work, more in line with radical hermeneutics in some respects, is to be found in the writings of Jacques Lacan. Lacan sees the human subject as being caught in a never ending attempt to capture an understanding of his or her self in relation to the world in which he or she lives.
A Cauchy-Type Problem for the Diffusion-Wave Equation with Riemann-Liouville Partial Derivative by Voroshilov A. A., Kilbas A. A.