This book highlights approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives that exemplifies new lenses on the work of teaching, encompassing new objects of learning; ways of working with researchers; and new efforts to work with the systems in which teachers are embedded.
This book highlights approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives that exemplifies new lenses on the work of teaching, encompassing new objects of learning; ways of working with researchers; and new efforts to work with the systems in which teachers are embedded.
Alison Castro Superfine is Co-Director of the Learning Sciences Research Institute, and Professor of Mathematics Education & Learning Sciences at the University of Illinois at Chicago. She conducts research on the learning of practicing and prospective mathematics teachers in a variety of learning environments. Susan R. Goldman is a Distinguished Professor and Founding Co-Director of the Learning Sciences Research Institute, University of Illinois at Chicago. She conducts research on teacher and student learning commensurate with the critical discourse and reasoning competencies needed for effective functioning and well-being in the 21st century. Mon-Lin Monica Ko is a Research Assistant Professor at the Learning Sciences Research Institute at the University of Illinois at Chicago. She examines how teachers, curriculum materials, and students work together to support meaningful science learning in secondary science classrooms.
Inhaltsangabe
Teacher Learning in Changing Contexts: Introduction Part I: Designing opportunities for teacher learning 1. Engaging Teachers in Dialogic Discourse Practices: Challenges, Effective PD Approaches and Teachers' Individual Development 2. Teachers Learning to Implement Student Collaboration: The Role of Data Analytics Tools 3. Anchoring Science Professional Learning in Curriculum Materials Enactment: Illustrating Theories in Practice to Support Teachers' Learning 4. Professional Development for STEM Integration: Analyzing Bioinformatics Teaching by Examining Teachers' Qualities of Adaptive Expertise Part II: Teacher learning through co-design 5. Learning by design: Nourishing expertise and interventions 6. Co-Design as an Interactive Context for Teacher Learning 7. Teacher-Researcher Collaborative inquiry in Mathematics Teaching Practices: Learning to Promote Student Discourse 8. The Role of Teacher Beliefs, Goals, Knowledge, and Practices in Co-designing Computer Science Education curricula 9. Teacher-Researcher Co-design Teams: Teachers as Intellectual Partners in Design 10. Engaging teachers in a DBIR community to develop ICT-enabled problem-solving skills Part III: Teachers embedded in larger systems 11. Design-Based Implementation Research as an Approach to Studying Teacher Learning in Research-Practice Partnerships Focused on Equity 12. Design for Multilevel Connected Learning in Pedagogical Innovation Networks 13. Teachers' Expansive Framing in School-Based Citizen Science Partnerships Commentary Interacting and Intersecting Contexts of Teacher Learning: Next Steps for Learning Sciences Research
Teacher Learning in Changing Contexts: Introduction Part I: Designing opportunities for teacher learning 1. Engaging Teachers in Dialogic Discourse Practices: Challenges, Effective PD Approaches and Teachers' Individual Development 2. Teachers Learning to Implement Student Collaboration: The Role of Data Analytics Tools 3. Anchoring Science Professional Learning in Curriculum Materials Enactment: Illustrating Theories in Practice to Support Teachers' Learning 4. Professional Development for STEM Integration: Analyzing Bioinformatics Teaching by Examining Teachers' Qualities of Adaptive Expertise Part II: Teacher learning through co-design 5. Learning by design: Nourishing expertise and interventions 6. Co-Design as an Interactive Context for Teacher Learning 7. Teacher-Researcher Collaborative inquiry in Mathematics Teaching Practices: Learning to Promote Student Discourse 8. The Role of Teacher Beliefs, Goals, Knowledge, and Practices in Co-designing Computer Science Education curricula 9. Teacher-Researcher Co-design Teams: Teachers as Intellectual Partners in Design 10. Engaging teachers in a DBIR community to develop ICT-enabled problem-solving skills Part III: Teachers embedded in larger systems 11. Design-Based Implementation Research as an Approach to Studying Teacher Learning in Research-Practice Partnerships Focused on Equity 12. Design for Multilevel Connected Learning in Pedagogical Innovation Networks 13. Teachers' Expansive Framing in School-Based Citizen Science Partnerships Commentary Interacting and Intersecting Contexts of Teacher Learning: Next Steps for Learning Sciences Research
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