Literaturnachweis - Detailanzeige
| Autor/inn/en | Short, James B.; Hirsh, Stephanie |
|---|---|
| Titel | Transforming teaching through curriculum-based professional learning. The elements. |
| Quelle | Thousand Oaks, California: Corwin (2023), XXI, 163 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781071886328 (Taschenbuch); 9781071886311 (EPUB); 9781071886304 (EPUB); 9781071886298 (PDF) |
| Schlagwörter | Teachers; Training of; Curriculum planning; Study and teaching; Inquiry-based learning; Bildungstheorie; Bildungspraxis |
| Abstract | A transformative approach to teacher learning -- Curriculum-based professional learning: a shift in practice -- The elements of curriculum-based professional learning -- Core design features of curriculum-based professional learning -- Structural design features of curriculum-based professional learning -- Functional design features of curriculum-based professional learning -- Essentials of curriculum-based professional learning -- Elements in action: roles and responsibilities. "A now-landmark study by researcher Laura DeSimone (https://journals.sagepub.com/doi/10.1177/003172171109200616), identifies five core elements of effective professional learning. The first of these elements is the following: Content focus: professional development should focus on subject matter content and how students learn that content. Similar to students who learn best when instruction is tied to their existing knowledge and lived experience, teachers crave relevance when engaging in professional learning. The premise of the proposed title is that professional learning that supports teachers in use of high-quality instructional materials in a manner that supports the intended instructional outcomes is a powerful lever for improving teaching and advancing equity. Such learning is sustained over time and typically enacted in small (facilitated) group sessions that are structured like a typical day's lesson, allowing teachers to experience instruction as their students will. Working together, teachers rehearse lessons and address common concerns. They deepen their subject knowledge and fine-tune their instructional approaches, growing fluent in the curriculum's rigorous content and sequencing of learning. Over time, both inside and outside their classrooms, teaches see firsthand how their day-to-day choices can enrich or cut short inquiry-based learning. These experiences help reshape their beliefs and assumptions about what their students can achieve. When properly implemented, this type of professional learning can close the gap between the experiences we provide for teachers and what we want them to provide to students"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/4/11 |
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