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Title: Teacher Professional Development in Critical Action Pedagogy: A Culturally Responsive Approach
Authors: Carvalho, Renato
Ghasempour, Erfane
Khan, Rubaina
Slotta, James D.
Raman, Preeti
Zhang, Xinhua
Chen, Jianbin
Chen, Xi
K, Nisumba Soodhani
Dasgupta, Chandan
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Carvalho, R., Ghasempour, E., Khan, R., Slotta, J. D., Raman, P., Zhang, X., Chen, J., Chen, X., K, N. S., & Dasgupta, C. (2023). Teacher professional development in critical action pedagogy: A culturally responsive approach. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 760-767). International Society of the Learning Sciences.
Abstract: This paper reports on the recent developments of the Critical Action Learning Exchange (CALE) project, an international network of Professional Learning Communities (PLCs) where teachers are supported to design and enact new forms of critical action curriculum (Carvalho et al., 2021; 2022). CALE curriculum is dedicated to empowering students as transformative agents when facing socio-environmental issues (i.e., climate change, social justice, pandemics, economic inequality, etc.) that affect themselves and their communities. This paper presents a comparative analysis of activity-theoretical formative interventions in CALE communities in China, India, and Canada. For each of these enactments, we present the professional development designs and evaluate the efficacy of the interventions by analyzing teacher participation and resulting curriculum products. We close with a discussion of sustainable teacher PLCs and the next steps in the CALE research.
Description: Long Paper
Appears in Collections:ISLS Annual Meeting 2023

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