New to the Routledge Advances in Learning Sciences series, this book highlights diverse approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives from world class researchers that exemplify new lenses on the work of teaching, encompassing new objects of learning, methods and tools; new ways of working with researchers and peers; and new efforts to work with the systems in which teachers are embedded.
Together, the chapters in this volume reflect a new frontier of research on teacher learning that leverages diversity in the content, contexts, objects of inquiry, and tools for supporting shifts in instructional practice. Divided into three sections, chapters question
What new pedagogies and knowledge do teachers need to facilitate student learning in the 21st century?
How do learning sciences’ tools, strategies, and experiences provide opportunities for them to learn these?
What role do teachers play as co-designers of educational innovations?
What unique affordances does co-design afford for teacher learning?
What do teachers learn through engaging in co-design?
How do teachers work and learn as part of interdisciplinary teams within educational systems?
What might it look like to design for teacher learning in these broader organizational systems?
Uniquely highlighting how cycles of reflection and co-design can serve as important mechanisms to support teacher learning, this invaluable book lays the groundwork for sustained teacher learning and instructional improvement.
Author(s): Alison Castro Superfine, Susan R. Goldman, Mon-Lin Monica Ko
Series: Routledge Advances in Learning Sciences
Publisher: Routledge
Year: 2022
Language: English
Pages: 312
City: London
Cover
Half Title
Series Information
Title Page
Copyright Page
Table of Contents
Acknowledgments
Contributors
Teacher Learning in Changing Contexts: Introduction
Part I: Designing Opportunities for Teacher Learning
Part II: Teacher Learning Through Co-Design
Part III: Teachers Embedded in Larger Systems
References
Part I Designing Opportunities for Teacher Learning
1 Engaging Teachers in Dialogic Discourse Practices: Challenges, Effective PD Approaches, and Teachers’ Individual Development
Engaging Teachers in Dialogic Discourse Practices: Challenges, Effective PD Approaches and Teachers’ Individual Development
What Are Key Features of Dialogic Discourse?
Designing Effective PD Approaches to Foster Teachers’ Dialogic Discourse Practice
Transforming Authoritative Discourse Patterns Through Open Questioning and Productive Follow-Ups
Situating Teacher Learning and Reflection in Everyday Teaching Practice
The Dialogic Video Cycle (DVC)
The Dialogic Instructional Program (DIP)
Evaluating the Impact of the DIALOGUE Study: Changes in Teachers’ Discourse Practice and Effects On Student Learning
Summary of Findings From DIALOGUE I
Findings From DIALOGUE II: Investigating Teachers’ Individual Development During PD
Sample and Study Design
Rating the Quality of Teachers’ Discourse Practice
Predicting Teachers’ Individual Changes in PD Based On Their Starting Conditions
Changes in Students’ Learning With Regard to Teachers’ Individual Change
Challenges and Recommendations
Acknowledgements
References
2 Teachers Learning to Implement Student Collaboration: The Role of Data Analytics Tools
Teachers Learning to Implement Student Collaboration: The Role of Data Analytics Tools
Teachers Learning to Monitor Student Collaboration
Data Analytics Tools as Modeling Tool
Data Analytics Tools for Providing Overview
Teachers Learning Through Inquiry Into Their Practice (Teaching Analytics)
Discussion
References
3 Anchoring Science Professional Learning in Curriculum Materials Enactment: Illustrating Theories in Practice to Support ...
Anchoring Science Professional Learning in Curriculum Materials Enactment: Illustrating Theories in Practice to Support ...
Supporting a Classroom Culture of Figuring Out for All Students
Embedding Professional Learning in the Context of Curriculum Enactment
Design Principles for Curriculum-Based Professional Learning
Illustrating Principles in the Design of OpenSciEd Professional Development
Design Principle 1: Student Perspective
Design Principle 2: Images of Classroom Instruction
Design Principle 3: Contrasting Curricular Cases
Teachers’ Experiences With OpenSciEd Professional Learning
Design Principle 4: Cycles of Enactment
Discussion
References
4 Professional Development for STEM Integration: Analyzing Bioinformatics Teaching By Examining Teachers’ Qualities of ...
Theoretical Considerations
Supporting Teachers On STEM Integration
Bioinformatics as a Case of STEM-Integrated Curricula
High-Quality PD Experiences and Adaptive Expertise
Methods
Context
Population
Data Sources
Data Analysis
Results
Lower Levels of Flexibility and Deep-Level Understanding in Teachers’ Adaptive Expertise
Challenges in Implementing Project Activities
Discussion
Acknowledgements
References
Part II Teacher Learning Through Co-Design
5 Learning By Design: Nourishing Expertise and Interventions
Introduction
Purpose
Teacher–Researcher Collaboration
Theoretical Framework
The Zone of Proximal Implementation (ZPI)
Interventions Within the ZPI
Teacher Expertise For and Through Design
About This Research
Guiding Question
The Rationale Behind PictoPal
What Teachers Designed and Implemented
Nine Studies Offering Insights About Teacher Learning By Design
Results of the Retrospective Analysis
Learning By Design: Nourishing Expertise
Feasibility
Participation
Talk
Learning By Design: Nourishing (Understanding Of) Interventions
Value-added
Clear
Compatible
Tolerant
Conclusion
Revisiting the Guiding Question
Discussion
The Role of Pedagogical Beliefs and Values of Teachers in Design and Implementation
Ownership and (Teacher Learning About) Technology Integration
How Teachers Approach and Learn From Collaborative Design
Support Required By Teacher Design Teams for Learning to Flourish
Future Research
In Closing
Acknowledgements
Statements
References
6 Co-Design as an Interactive Context for Teacher Learning
Co-Design as a Context for Teacher Learning
Co-design in Project READI: A Context for Teacher Learning
Design Space
Implementation Space
Cases of Teacher Learning: Science and Literature
Case 1: Tracing Learning of a Middle School Science Teacher
Three Dimensions of Teacher Learning
Summary
Case 2: From Reading Literature to Literary Interpretation
Tracing Teacher Learning
A Design Architecture for Adolescents’ Literary Reasoning
Reflecting On Enacting the Nine-Week Module: Three Problems of Practice
Summary
Discussion
References
7 Teacher–Researcher Collaborative Inquiry in Mathematics Teaching Practices: Learning to Promote Student Discourse
Teacher–researcher Collaborative Inquiry in Mathematics Teaching Practices: Learning to Promote Student Discourse
Background
Theoretical Framework
Interactions as a Site for Learning
Reflection as a Tool for Learning
Cycles of Inquiry as a Process for Learning
Methods
Participants
Context of the Case Study
Context of Teacher Learning: The Inquiry-Cycle Process
Data Analysis
Data Analytic Methods
Findings
Fall of Year 1: Text- and Teacher-Centered Lesson
Fall of Year 2: Student Agency Emerging
Winter of Year 2: Students as Agents of Their Own Learning
Summary and Reflections On Crystal’s Learning
Discussion
Note
Acknowledgments
References
8 The Role of Teacher Beliefs, Goals, Knowledge, and Practices in Co-Designing Computer Science Education Curricula
Acknowledgements
Teacher Participation and Learning in the Codesign of Elementary Computer Science Curriculum
The Equity Challenge
The Challenge of Teacher Professional Learning in CS
Codesign: Leveraging Teachers’ Assets in Computer Science Education
Analytic Focus: Making Teacher Assets Visible in Codesign and CS Lessons
Methods
RPP Background and Design Objectives
Methodological Commitments
Participants and Roles
Design Processes and Data Collection
Data Analysis
Findings
Overview of Findings
Shifts in Jill’s CS Education Practices: Design and Implementation Outcomes
Teacher, Beliefs, Goals, Knowledge, and Practices in CS Education Codesign
Beliefs and Goals About Equity in CS Education
Pedagogical Practices and Knowledge
Approaches to Professional Learning
Discussion and Implications
References
9 Teacher–Researcher Co-Design Teams: Teachers as Intellectual Partners in Design
Theoretical Framework
Teachers as Transformative Intellectuals
Teacher Professional Development
Teachers as Designers
The Present Study
A Co-Design Teacher Professional Development Program
The PARRISE TPD Program
Methodology
Participants
Instructional Context
Adopting a Hybrid Co-Design Approach
Structure of the Co-Design TPD
Teachers as “Learners”
Teachers as “Designers”
Teachers as “Innovators”
Teachers as “Reflective Practitioners”
Data Collection
Teachers’ Professional Needs
Co-design Discussion Themes
SWOT Analysis of Teachers’ Co-Designed Modules
In-depth Individual Interviews
Data Analysis
Findings
Becoming Intellectual Partners in Design
Theme 1: Connecting Theory and Practice -Reunification of “Making” and “Doing”
Theme 2: The Development of a Learning Design Community
Theme 3: Alignment of TPD Goals With Teachers’ Needs
Discussion
Author Note
References
10 Engaging Teachers in a DBIR Community to Develop ICT-Enabled Problem-Solving Skills
Introduction
Collaborative Problem Solving Skills
Research Practice Partnerships (RPPs)
DBIR
Scenario Based Design in Solving Complex Problems
Methodology
Participants From DBIR Community
SBD Process
Design and Procedure
Stage 1: Driving Question
Stage 2: Interview Conversations
Stage 3: Analysis
Stage 4: Two Most Uncertain Drivers
Stage 5: Plotlines
Stage 6: Stories
Stage 7: Application
Measures
Online Collaboration Platform and ICT Tools
Data Collection and Analysis
Findings
Teachers’ Problem-Solving Skills
Teachers’ CPS Behaviors in SBD Process
Discussion
Conclusion
References
Part III Teachers Embedded in Larger Systems
11 Design-Based Implementation Research as an Approach to Studying Teacher Learning in Research-Practice Partnerships ...
From Studying and Supporting Teacher Learning to Expansive Learning: The Dynamics of Learning in Research-Practice ...
The Theories We Use and the Ones We Need to Study Teacher Learning
Theorizing Teaching and Its Improvement as Principled Adaptation and Improvisation
Expanding the Context of Teacher Learning Beyond the Classroom
Bringing Theory and Practice Across Levels Together
Research and Development to Test and Refine New Theories of Learning in Context
The Scaled Impact Project: Studying How Teachers Make Sense Of, Adapt To, and Challenge Policies
The SEFA Project: Joint Inquiry to Investigate How to Promote Equitable Participation in Class
Infrastructuring Assessment Project: A Series of Initiatives and Studies Focused On Changing District-Level Assessment ...
Possibilities and Necessary Expansions of DBIR for Studying Teacher Learning
References
12 Design for Multilevel Connected Learning in Pedagogical Innovation Networks
Introduction
Multilevel Connected Learning for Scalable Educational Innovations
The MultiLevel MultiScale (MLMS) Model of Connected Learning
Architecture for Learning as the Object of MLMS Interaction Analysis and Design for Infrastructuring
The Research Context
Design of the Network Architectures for Learning
Supporting Teacher Learning for SDL-STEM Innovations
Fostering Leadership Capacity at School and Network Levels
Case Selection and Data Sources
Learning Journey of Teachers and School Leaders in School A
The Evolving Within-School Architecture for Learning in School A
Co-evolution of School A Teachers’ SDL-STEM Practices With the Within-School and Network-Designed Architectures for Learning
Discussions
References
13 Teachers’ Expansive Framing in School-Based Citizen Science Partnerships
Introduction
Initiating Multi-Sector Partnerships in School-Based Citizen Science
Involving Teachers in School-Based Citizen Science Partnerships
School-Based Citizen Science as an Arena for Design-Based Implementation Research
Boundary Crossing
Research Aims and Objectives
Methods
Data Collection and Analysis
Findings
First Iteration Findings (Case Study A)
Identification
Coordination
Reflection
Revisions Made for the Second Iteration’s Design
Second Iteration Findings (Case Studies B and C)
Expansive Framing Leading to a Growing Sense of Meaning
Productive Agency to Initiate New Citizen Science Projects
Conclusions
To Realize the Potential of MECS for Teacher Professional Development, Scientists Should Be Fully Involved in All Boundary ...
Teachers’ Participation in MECS Affords Opportunities for Expansive Framing and Productive Agency
Implications and Future Directions
Acknowledgements
References
Commentary
Interacting and Intersecting Contexts of Teacher Learning: Next Steps for Learning Sciences Research
Cross-cutting Themes
Challenge 1: Creating Infrastructures to Support and Sustain Teacher Learning
Challenge 2: Supporting Adaptive Teaching Through Lifelong Professional Learning
Challenge 3: Repositioning Teachers and Researchers in Educational Improvement Research
References
Index
