Teacher Learning Through Collaboration Between Teachers and Researchers: a Case Study in China

2021 ◽  
Author(s):  
Chunxia Qi ◽  
Chen Cao ◽  
Rongjin Huang
Keyword(s):  
Teacher Learning

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

Teacher learning as boundary crossing: a case study of Master Teacher Studios in China

2019 ◽  
Vol 25 (7) ◽  
pp. 837-854 ◽  
Author(s):  
Xin Zheng ◽  
Jia Zhang ◽  
Wenlan Wang
Keyword(s):  
Teacher Learning ◽  
Boundary Crossing ◽  
Master Teacher

Teacher learning via communities of practice: A Malaysian case study

2012 ◽  
Vol 7 (2) ◽  
pp. 162-174 ◽  
Author(s):  
Puvaneswary Murugaiah ◽  
Hazita Azman ◽  
Siew Ming Thang ◽  
Pramela Krish
Keyword(s):  
Communities Of Practice ◽  
Teacher Learning

Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas

2019 ◽  
Vol 71 (1) ◽  
pp. 94-107 ◽  
Author(s):  
Sarah Schneider Kavanagh ◽  
Mike Metz ◽  
Mary Hauser ◽  
Brad Fogo ◽  
Megan Westwood Taylor ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Qualitative Case Study ◽  
Teacher Educator ◽  
Development Program ◽  
Early Career ◽  
Future Research ◽  
Early Career Teachers ◽  
Responsive Instruction

As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students’ ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can support teachers in practicing responsiveness as opposed to practicing decontextualized moves. To this end, we investigated how early-career teachers in a practice-based professional development program were supported to approximate teaching practices. We focused on the extent to which approximations of practice supported teachers to hone their skill at being responsive to students’ ideas. Findings revealed characteristics of approximations of practice that support teachers in developing their capacity to enact responsive instruction. These findings have implications for program design, teacher educator pedagogy, and future research.

A case study of teacher learning in an assessment for learning project in Hong Kong

2010 ◽  
Vol 36 (4) ◽  
pp. 621-636 ◽  
Author(s):  
Sylvia Yee Fan Tang ◽  
Pamela Pui Wan Leung ◽  
Alice Wai Kwan Chow ◽  
Ping Man Wong
Keyword(s):  
Hong Kong ◽  
Teacher Learning ◽  
Assessment For Learning
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