Collaborative teaching thesis
Collaborative teams in education
Teacher participation in the design process of their local remote networked school resulted in students from different classrooms engaging together in learning activities and projects as well as in collaborative inquiries. However, at least two systematic reviews on continuing professional development CPD Cordingley et al. Agency The five professional design principles introduced above were used to organize an online professional development workshop. Bowles and Hattie distinguish three groups: stabilisers, who were low to moderate on factors of adaptive change; adaptors, who scored middle range on all of the adaptive change factors; and innovators, who were consistently high on eight factors of change openness to opportunity, visualisation, planning, action, closure, social support, inner drive, and management of negative emotions. Activity theory and related sociocultural perspectives are based on assumptions concerning the social nature of the human mind and on the inseparability of the human mind and activity Kaptelinin A big thank you goes to the supervisory team who believed in the importance of this research and supported it. As an open researcher I would also like to acknowledge the following individuals for their help on this journey: Lars Uhlin, Karolinska Institutet, for his interest in my PBL work and for co-developing and co-delivering three times the open course Flexible, Distance and Online Learning FDOL and all further colleagues who supported this initiative and participated. The situatedness of collaborative design Within the situative perspective, teacher learning by collaborative design represents a trajectory from routine performance and problem-solving to emergent understandings. The research-intervention team provided ethnographic data for discussions with school districts, schools, and interested individual teachers feeding the refinements of following iterations. The specific problem addressed was the professional development of lecturers in engineering with the aim to align the curriculum with needs of industries. This provided an ideal opportunity to explore whether the initial model of professional learning could indeed provide sufficient agency for collaboration between a group of teachers and a researcher to allow fundamental transformation.
Conclusion This contribution focused on collaborative design as a form of professional development in the context of curriculum change.
I used part of the award to pay the fees for the last two years of these studies.
Finally, the three case descriptions are synthesized, and we propose an empirically and theoretically informed agenda for further studying teacher learning by collaborative design. Penuel et al.
Actions and operations enabling or constraining the use of collaborative technologies and knowledge building principles as mediating tools were pinpointed. Seven of these teachers taught face-to-face courses as well at large public high schools in and around the small Midwestern town.
Over schools have already engaged in the RNS initiative.
Further individuals from my social media networks such as Penny Bentley, Prof.
based on 92 review