Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10330
Title: Socially Constructive Interaction for Fostering Teacher Learning
Authors: Shirouzu, Hajime
Iikubo, Shinya
Saito, Moegi
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Shirouzu, H., Iikubo, S., & Saito, M. (2023). Socially constructive interaction for fostering teacher learning. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 792-799). International Society of the Learning Sciences.
Abstract: In order to clarify the structures of successful teacher interaction for learning about the relation among lesson, student learning and technology, this paper analyzed a case of three elementary school teachers trying out six lessons of collaborative learning and lesson studies during five months in the COVID-19. The teachers first felt failures in their online collaborative lessons and attributed them to the technology, but later changed their views focusing more on student learning and lessons with the help of colleagues and technology. Our analysis revealed that the successive role-exchange among teachers contributed to inducing constructive interaction, indicating such mechanism of socially constructive interaction needs to be built in the community with the sharing and accumulating technology of the processes of lesson study.
Description: Long Paper
URI: https://doi.org/10.22318/icls2023.525587
https://repository.isls.org//handle/1/10330
Appears in Collections:ISLS Annual Meeting 2023

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