Supporting In-Service Teachers' Professional Teaching Knowledge with Educatively Scaffolded Digital Curriculum

Autor/inn/en	Callahan, Cory; Saye, John; Brush, Thomas
Titel	Supporting In-Service Teachers' Professional Teaching Knowledge with Educatively Scaffolded Digital Curriculum
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 15 (2015) 4, S.568-599 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Inservice Teacher Education; Scaffolding (Teaching Technique); Professional Development; Teacher Effectiveness; Curriculum Development; Educational Improvement; Teacher Collaboration; Social Studies; History Instruction; Knowledge Base for Teaching; Problem Based Learning; Mentors; Educational Change; Technology Integration; Secondary Education; Qualitative Research; Interviews; Observation; Photography + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Lehrerkooperation; Gemeinschaftskunde; History lessons; Geschichtsunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Problem-based learning; Problemorientiertes Lernen; Bildungsreform; Sekundarbereich; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Fotografie
Abstract	This article advances a continuing line of inquiry into the potential of digital educative curriculum materials to support teachers' development of professional teaching knowledge. Instead of standalone levers of change, the educative curricula in this study were featured resources within a novel professional development approach. The qualitative, design-based research experiment asked, "Can sustained, collaborative professional development experiences with digital educative curriculum materials help in-service social studies teachers develop professional teaching knowledge?" Following a 13-month study, none of the six participants fully adopted the promoted wise practice pedagogy, problem-based historical inquiry. However, findings suggested that sustained, collaborative experiences with digital educative curricula helped teachers in this study begin to articulate and demonstrate tenets of problem-based historical inquiry (e.g., purposeful student-inquiry grounded in recurring societal concerns, structuring classroom events to promote historical thinking). The authors proposed three features to strengthen future teacher-support efforts: dynamic experiences modeling wise practices, digital curriculum designed for collaboration, and expert mentors to help facilitate learning. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01