Three Cases of Teachers' Collaborative Design: Perspectives from Those Involved

Autor/inn/en	Preciado-Babb, Armando Paulino; Liljedahl, Peter
Titel	Three Cases of Teachers' Collaborative Design: Perspectives from Those Involved
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 12 (2012) 1, S.22-35 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2012.649052
Schlagwörter	Faculty Development; Teacher Collaboration; Instructional Design; Lesson Plans; Professional Development; Numeracy; Facilitators (Individuals); Leadership Role; Technical Assistance; Participant Satisfaction; Program Effectiveness; Material Development; Curriculum Design; Curriculum Development; Cooperative Planning; Student Experience; Educational Practices; Correlation; Teamwork + Suchen Sie Ihr Suchwort? Lehrerkooperation; Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Rechenkompetenz; Technische Hilfe; Lehrmaterialentwicklung; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Studienerfahrung; Bildungspraxis; Korrelation
Abstract	We present the perspectives of teachers and others involved in the collaborative design of teaching and learning artifacts across three cases: (a) an independent group participating in lesson study; (b) teachers participating in professional development programs; and (c) a district initiative for producing numeracy tasks. Among the results we found that (a) the role of the facilitator was crucial, (b) different forms of support were present, and (c) the impact extended beyond the involved participants. These cases represent an option for both the design of curricular material for classrooms and a curriculum for teachers' continuous professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10