The Experts below are selected from a list of 14835 Experts worldwide ranked by ideXlab platform
Joseph Krajcik - One of the best experts on this subject based on the ideXlab platform.
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designing educative curriculum materials to promote Teacher Learning
Educational Researcher, 2005Co-Authors: Elizabeth A Davis, Joseph KrajcikAbstract:Curriculum materials for Grades K‐12 that are intended to promote Teacher Learning in addition to student Learning have come to be called educative curriculum materials. How can K‐12 curriculum materials be designed to best promote Teacher Learning? What might Teacher Learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these materials. They build from ideas about Teacher Learning and organize the heuristics around important parts of a Teacher’s knowledge base: subject matter knowledge, pedagogical content knowledge for topics, and pedagogical content knowledge for disciplinary practices. These heuristics provide a context for a theoretically oriented discussion of how features of educative curriculum materials may promote Teacher Learning, by serving as cognitive tools that are situated in Teachers’ practice. The authors explore challenges in the design of educative curriculum materials, such as the tension between providing guidance and choice.
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supporting science Teacher Learning the role of educative curriculum materials
Journal of Science Teacher Education, 2002Co-Authors: Rebecca Schneider, Joseph KrajcikAbstract:Science education is the focus of many reform efforts. Specifically, reformers are suggesting Teachers utilized inquiry based, student centered instructional practices that will facilitate students’ construction of knowledge. Embedded technology use to support students in a deeper understanding of fewer topics is encouraged. In addition, reforms based on these recommendations are being attempted on a large scale. Many states and school districts have made science education a part of their overall effort to improve instruction for students in their schools. However, reform-based curriculum designed to support students’ construction of knowledge in science through inquiry relies on Teachers to fulfill this vision for our students. For many Teachers this will mean substantial changes in instructional practices. Since what Teachers do in their classrooms depends largely on their knowledge, Teachers will need to learn a great deal to be able to enact reform-based curriculum (Borko & Putnam, 1996; Wallace & Louden, 1998). Teachers, like other learners, will need supports. Educative curriculum materials, curriculum materials designed to address Teacher Learning as well as student Learning, is one potential vehicle to support Teacher Learning on a large scale (Ball & Cohen, 1996). Our work is embedded in an ongoing urban systemic initiative of a large public school district to reform science and mathematics education. As part of this effort, science curriculum materials were developed that were consistent with social constructivist ideas, addressed national and local goals for student Learning and educative for Teachers.
Kellie Plasman - One of the best experts on this subject based on the ideXlab platform.
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science Teacher Learning progressions a review of science Teachers pedagogical content knowledge development
Review of Educational Research, 2011Co-Authors: Rebecca M Schneider, Kellie PlasmanAbstract:Learning progressions are the successively more sophisticated ways of thinking about an idea that follow one another over a broad span of time. This review examines the research on science Teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science Teacher Learning progressions and how to support them. Research published between 1986 and 2010 relevant to science Teacher Learning and PCK was examined for what ways Teachers’ knowledge becomes more developed and what appears to be the sequence. Analysis indicates that it is helpful for Teachers to think about learners first, then to focus on teaching, and points out the essential role of reflection for Teachers to rearrange their ideas in ways that develop their PCK. This review takes a unique approach to thinking about research on what science Teachers learn and can support Teacher educators in designing professional programs that support beginning and advanced Learning for science Teachers.
Hilda Borko - One of the best experts on this subject based on the ideXlab platform.
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wicked problems and other thoughts on issues of technology and Teacher Learning
Journal of Teacher Education, 2009Co-Authors: Hilda Borko, Jennie Whitcomb, Daniel P ListonAbstract:This telephone has too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us. An internal Western Union memo, 1876 I think there is a world market for maybe five computers. IBM chairman Thomas Watson, 1943. There is no reason anyone would want a computer in their home. Ken Olson, founder, chairman and president of Digital Equipment Corporation, 1977. Any sufficiently advanced technology is indistinguishable from magic. Arthur C. Clarke (1963), English physicist and science fiction writer, p. We've come a long way and at an incredible pace. What was magic less than a generation ago is now part of everyday life. Digital technologies are changing the way we live, work, and learn. Their potential to transform K-12 education motivated our decision to devote a theme issue of Journal of Teacher Education to the innovative uses of technology for Teacher Learning. (1) Although optimistic about the possibilities new technologies offer to support K-12 learners' achievement, Teachers' productivity, effectiveness in classrooms, and Teacher Learning, we also recognize that teaching and Learning with new technologies represents a "wicked problem" (Koehler & Mishra, 2008). Rittel and Webber (1973) characterized wicked problems as problems that include a large number of complex variables--all of which are dynamic, contextually bound, and interdependent. The rapid growth of digital technologies, coupled with the complexity of classroom life, increases both the potential transformative power and the difficulty of problems associated with incorporating innovative technologies in teaching and Teacher education. Our aim in organizing this theme issue was to explore these possibilities and complexities. Our call for this issue invited "research manuscripts that address how these technologies inform Teacher candidates' understanding of real classrooms and veteran Teachers' professional development ... that examine the unique opportunities and obstacles presented through these inventive uses of technology, or that provide evidence for their impact on Teachers' Learning and practice." Perhaps it is not surprising that our understanding of what it takes to integrate technology effectively into teaching and Teacher education has grown through the process of putting together the theme issue. We now have a sharper sense of the relationship between issues involved in using technology to support Teacher Learning and those that must be addressed to support the uses of technology to foster K-12 student Learning. In the big picture, innovative Teacher educators are creating technology-rich approaches that promote the development of tech-savvy Teachers--Teachers who regularly use digital technologies to guide their own Learning, recognize the pedagogical potential of technology to help children and youth understand content, and know how to embed new technologies in their instructional practices. We recognize that the call for this theme issue did not invite articles examining how Teachers learn to embed technology in their classroom practice to teach content in powerful ways. The six articles in this issue tackle the role that new technologies--particularly video and online communities--play in Learning to teach. Taken together, they examine the promise digital technologies hold to help Teacher educators overcome persistent dilemmas encountered when designing scalable, sustainable programs to support Teacher Learning. The different approaches described in the articles illustrate why developing tech-savvy Teachers is a "wicked problem" and why Teacher education must be involved in understanding and managing the dilemmas associated with integrating technology into Teacher education and K-12 classrooms. In the remainder of this editorial, we contextualize the issue's articles. We consider pedagogical affordances and constraints of digital technologies, uses of digital technology in Teacher education and professional development, and the conceptualization of a new form of Teacher knowledge related to integrating technology-technological pedagogical content knowledge (TPACK; Mishra & Koehler, 2006). …
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professional development and Teacher Learning mapping the terrain
Educational Researcher, 2004Co-Authors: Hilda BorkoAbstract:Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on Teacher Learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.
Ding Zheng - One of the best experts on this subject based on the ideXlab platform.
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ITHET - University EFL Teacher Learning in community of practice
2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET), 2013Co-Authors: Yuhong Jiang, Ding ZhengAbstract:This study describes the complexity and diversities in the process of Teacher Learning. It examines a harmonious and supporting group Learning through the construction of Teachers'community of practice. Education reform in the era of knowledge economy requires Teachers to be education practitioners, researchers, and innovators. Teacher Learning is not only of practical importance but also of theoretical importance to Teachers and Teacher educators. The proposal of "Community of Practice" (Lave & Wenger, 1991) opens up a new way for Teacher Learning and professional growth. In their book Situated Learning: Legitimate Peripheral Participation (1991), Lave and Wenger propose that harmonious atmosphere of group Learning is created through the construction of Teachers' community of practice. In the community of practice, Learning is a process of participation in the social practices, requiring the participants to adapt to the social relationships in the professional community. Based on the theory of community of practice, the study aims to obtain a better understanding of Teacher Learning in community of practice by adopting a qualitative research method of making in-depth investigation of university EFL Teachers in southwest China. Specifically, three questions are intended to be answered in this study: (1) how do university EFL Teachers understand Teacher Learning and community of practice? (2) how do university EFL Teachers undertake Teacher Learning in community of practice? and what do university EFL Teachers learn through community of practice? and (3) what mechanism of action does the community of practice have? The investigation is conducted among three groups of EFL Teachers at different professional development level in a community of practice. The study adopts a qualitative-interpretive approach, so the main method adopted in the study is ethnography. Data are collected mainly through Teacher interviews, Teacher meetings, observations, narrative inquiry, and case study. By using coding framework and thematic analysis, some key words and key incidents have been elicited to help us to understand how the Teachers learn. The results indicate that Teacher support groups, mentoring, exchange visits, overseas training, and study salons are currently main models of Teacher Learning in community of practice. Teacher Learning mainly embodies in the improvement of Teachers' instructional skills, solution of teaching dilemma, improvement of Teachers' student awareness, self improvement and self professional development.
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University EFL Teacher Learning in community of practice
2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET), 2013Co-Authors: Yuhong Jiang, Ding ZhengAbstract:This study describes the complexity and diversities in the process of Teacher Learning. It examines a harmonious and supporting group Learning through the construction of Teachers'community of practice. Education reform in the era of knowledge economy requires Teachers to be education practitioners, researchers, and innovators. Teacher Learning is not only of practical importance but also of theoretical importance to Teachers and Teacher educators. The proposal of "Community of Practice" (Lave & Wenger, 1991) opens up a new way for Teacher Learning and professional growth. In their book Situated Learning: Legitimate Peripheral Participation (1991), Lave and Wenger propose that harmonious atmosphere of group Learning is created through the construction of Teachers' community of practice. In the community of practice, Learning is a process of participation in the social practices, requiring the participants to adapt to the social relationships in the professional community. Based on the theory of community of practice, the study aims to obtain a better understanding of Teacher Learning in community of practice by adopting a qualitative research method of making in-depth investigation of university EFL Teachers in southwest China. Specifically, three questions are intended to be answered in this study: (1) how do university EFL Teachers understand Teacher Learning and community of practice? (2) how do university EFL Teachers undertake Teacher Learning in community of practice? and what do university EFL Teachers learn through community of practice? and (3) what mechanism of action does the community of practice have? The investigation is conducted among three groups of EFL Teachers at different professional development level in a community of practice. The study adopts a qualitative-interpretive approach, so the main method adopted in the study is ethnography. Data are collected mainly through Teacher interviews, Teacher meetings, observations, narrative inquiry, and case study. By using coding framework and thematic analysis, some key words and key incidents have been elicited to help us to understand how the Teachers learn. The results indicate that Teacher support groups, mentoring, exchange visits, overseas training, and study salons are currently main models of Teacher Learning in community of practice. Teacher Learning mainly embodies in the improvement of Teachers' instructional skills, solution of teaching dilemma, improvement of Teachers' student awareness, self improvement and self professional development.
Kathleen S Davis - One of the best experts on this subject based on the ideXlab platform.
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change is hard what science Teachers are telling us about reform and Teacher Learning of innovative practices
Science Education, 2003Co-Authors: Kathleen S DavisAbstract:Over the last decade, significant efforts have been made to bring change to science classrooms. Educational researchers (Anderson, R. D., & Helms, J. V. (2001). Journal of Research in Science Teaching, 38(1), 3–16.) have pointed to the need to examine reform efforts systemically to understand the pathways and impediments to successful reform. This study provides a critical analysis of the implementation of an innovative science curriculum at a middle school site. In particular, the author explores the issues that surround Teacher Learning of new practices including the structures, policies, and practices that were in place within the reform context that supported or impeded Teacher Learning. Parallels are drawn between student and Teacher Learning and the importance of autonomy and decision-making structures for both populations of learners. Findings presented include (1) how staff development with constructivist underpinnings facilitated Teacher Learning; (2) how regular and frequent opportunities for interactions with colleagues and outside support personnel contributed to Teacher Learning; (3) how the decline of such interactive forums and the continuation of old decision-making structures restricted the development of Teacher knowledge, expertise, and a common vision of the science program; and (4) how the process of field-testing at this site limited the incorporation of Teachers' prior knowledge and impacted Teacher acquisition of new knowledge and skills. © 2002 Wiley Periodicals, Inc. Sci Ed87:3–30, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10037
