A Companion to Research in Teacher Education
Chapter 17 Networked Teaching and Learning for Life-Long Professional Development Mandia Mentis and Alison Kearney 17.1 Introduc ...
its design and delivery. It shifts from a traditional static approach of information transfer through formal, structured lessons ...
facilitate a shared understanding of common knowledge and skills across and within specialist areas. This generic and specialize ...
Table 17.1 Survey response rates Survey Total enrolments Research participants Number of responses Response rate (%) Cohort 1 Be ...
importance of these dimensions, their preparedness on entering the program and their achievement on exiting the program to work ...
can learnwitheach other, fromeach other, andabouteach other. This approach allows for interaction, communication, and collaborat ...
At the beginning of the course, those aspects of interprofessional learning teachers felt most prepared to engage in were workin ...
17.4 Inquiry-Based Learning Inquiry learning is a learner-centered, learner-directed pedagogy that involves students making deci ...
individual teacher or specialist area. It takes the form of online books, resource packages, professional readings, videos, podc ...
(70.5% felt prepared or very prepared to do this). Those aspects that participants felt least prepared to engage in were setting ...
17.5 Technology-Enabled If ongoing professional learning and development courses are to be engaging and responsive, they will ne ...
systems of credentialing, enabling new ways to recognize more diverse learning pathways, and opportunities for learners. While t ...
Preparedness (Beginning of course) and achievement (End of Course) of key aspects oftechnology-enabled learning. 0 1020304050607 ...
important or important by only 47% of respondents at the beginning of the program, however, by the end of the program, this had ...
References Barr, H. (2002).Interprofessional education: Today, yesterday and tomorrow. A review commissioned by the Learning and ...
Author Biographies Mandia Mentisis Associate Professor in the Institute of Education at Massey University, New Zealand, where sh ...
Chapter 18 Teacher Agency and Professional Learning Communities: What Can Learning Rounds in Scotland Teach Us? Carey Philpott 1 ...
For Emirbayer and Mische agency involves the interplay of what they term a chordal triad of the iterational element, the project ...
On the other hand, a risk of foregrounding features of the sociocultural context that are conducive to the exercise of agency is ...
observing, debriefing, and focusing on the next level of work”(City et al. 2009 , p. 6). They state that a problem of practice“i ...
«
9
10
11
12
13
14
15
16
17
18
»
Free download pdf