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.
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
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.
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