This book presents a broad range of research related to how social knowledge is shared, transmitted and transformed in the context of education and professional formation. The chapters of this edited collection reflect different theoretical and empirical approaches to that form of common-sense knowledge called social representations, the theory of which was developed almost a half-century ago by Serge Moscovici. Scholars from various research institutions in Brazil, France and Sweden, spanning a wide variety of disciplines within the social sciences, have contributed chapters that are grouped into three main categories related to education, professionalization and transformation of knowledge. Part I covers theoretical approaches to understanding the transformation of social knowledge from the perspective of social representations. Part II analyzes the impact of the theory of social representations on the transformation of knowledge in the field of education and professional formation. Finally, Part III presents several empirical studies focused on the social and cultural frames that condition the transformation of knowledge. While the book is devoted to education and the emerging field of research on professionalization, it will also appeal to anyone with a general interest in how people acquire their worldviews and how these views influence their actions.

Table of Contents

Foreword Denise Jodelet Introduction: Social Knowledge – Shared, Transmitted, Transformed Mohamed Chaib, Berth Danermark, and Staffan Selander Part I: Theoretical Approaches 1. Transformations and Changes in Social Knowledge – Towards the Dynamics of Meaning Making Anders Gustavsson and Staffan Selander 2. Social Representations and Power Berth Danermark and Per Germundsson 3. Of Contextualized Use of "Social" and "Professional" Alain Piaser and Michel Bataille 4. Understanding Professionalization as a Representational Process Pierre Ratinaud and Michel Lac 5. The Teacher’s Work Clarilza Prado de Sousa 6. Education Processes of the Teacher as an Apprentice Vera Maria Nigro de Souza Placco and Vera Lucia Trevisan de Souza 7. Social Representations and Cultures of Action Jean-Marie Barbier Part II: Education and Professional Formation 8. The Theory of Social Representations as a Theoretical and Methodological Tool for Research on Teachers in Brazil: Analyses of Theses and Dissertations Maria Suzana De Stefano Menin, Allesandra de Morais Shimizu, and Claudia Maria de Lima 9. Teacher Students’ Social Representations of How Adults Learn Mohamed Chaib and Josef Chaib 10. Being a School Teacher in Brazil Alda Judith Alves-Mazzotti 11. Trainers of Adults: Professional Representations and Training Knowledge Patrice Bouyssières and Marie-Pierre Trinquier 12. Training and Ruptures Christine Mias Part III: Socio-Cultural Contexts 13. Social Representations of Belonging in Pre-School Children’s Peer-Cultures Solveig Hägglund and Annica Löfdahl 14. Transformations of Risk Knowledge – The Medical Encounter and Patients’ Narrative Construction of Meaning Sonja Olin Lauritzen and Robert Ohlsson 15. The Role of the Media in the Transformation of Citizens’ Social Representations of Suffering Birgitta Höijer and Ulrika Olausson 16. Religiosity as a Way of Appropriating Knowledge Margot Campos Madeira, Luiz Fernando Rangel Tura, Maria Rosilene Barbosa Alvim, and Vincent de Paulo Carvalho Madeira 17. Appropriation of Knowledge and Social Psychology: Milgram’s Experiment on Obedience to Authority Sophie Richardot

Table of contents

ICT AND TEACHER EDUCATION: A Lifelong Learning Perspective by Mohamed Chaib & Ann-Katrin Svensson

ICT AND SCHOOLS IN THE INFORMATION SOCIETY: New Positions for Teachers by Birgitte Holm Sørensen

THREE WAVES OF TEACHER EDUCATION AND DEVELOPMENT: Paradigm Shift in Applying ICT by Yin Cheong Cheng

THE CHALLENGE OF ICT INTEGRATION IN HONG KONG TEACHER EDUCATION (AND ELSEWHERE): SWOT as a Strategic Approach to Dialogue, Interpretation and Encouraging Refl ective Practice by Cameron Richards

LET’S THINK ABOUT IT: Considering the strengths ofweb-based collaboration by Tor Ahlbäck & Linda Reneland

PRONETT: Networking Education and Teacher Training by Ton Koenraad & John Parnell

FRAMEWORKS: BUILDING PURPOSEFUL SOCIO-TECHNICAL LEARNING NETWORKSIN TEACHER EDUCATION by Margaret Lloyd & Michael Ryan

SHARING THE DISTANCE OR A DISTANCE SHARED: Social and Individual Aspects of Participation in ICT-Supported Distance-Based Teacher Education by Jimmy Jaldemark, Ola J Lindberg, Anders D Olofsson

THE ARTEACH PROJECT: One Strategy for Integrating ICT Skills and Curriculum Design During Pre-Service Teacher Training by Wesley Imms & Elizabeth Lloyd

COLLABORATIVE ICT LEARNING: Teachers’ Experiences by Christina Chaib

SOCIAL STUDIES TEACHERS’ ICT USAGE IN TURKEY: State, Barriers, and Future Recommendations by Ismail Guven & Yasemin Gulbahar

TRANSFORMING THE “CONTEXT” OF TEACHING AND LEARNING: Issues and Directions for Planning and Implementation by Sui Ping Chan & Pui Man Jennie Wong

ICT IN THE LEARNING PROCESS: As Part of a Dialogue When Teachers Encourage Pupils’ Learning by Stefan Svedberg & Jörgen Lindh