Please use this identifier to cite or link to this item:
Title: Exploring Teacher Beliefs Around Critical Action Curriculum: Outcomes From a Learning Exchange
Authors: K, Nisumba Soodhani
Raman, Preeti
Carvalho, Renato
Vinay, Khyathi
Dasgupta, Chandan
Slotta, James D.
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: K, N. S., Raman, P., Carvalho, R., Vinay, K., Dasgupta, C., & Slotta, J. D. (2023). Exploring teacher beliefs around critical action curriculum: Outcomes from a learning exchange. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 2165-2166). International Society of the Learning Sciences.
Abstract: This paper reports on a co-located critical action curriculum design workshop held in India, as part of a two-year learning exchange with teachers. The workshop drew on prior work with teachers on local issues. The research found that teachers believed the local context was important to critical action curriculum design, and that such curricula could motivate students with low interest. The paper contributes to understanding teachers' self-efficacy in designing critical action curricula.
Description: Poster
Appears in Collections:ISLS Annual Meeting 2023

Files in This Item:
File SizeFormat 
ICLS2023_2165-2166.pdf81.73 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.