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https://repository.isls.org//handle/1/10587| Title: | Iterative or Linear Design? Insights into Teacher Professional Development on Dialogic Teaching |
| Authors: | Zhang, Ying Liu, Yu Yu, Zixiang Li, Yu Chen, Gaowei |
| Keywords: | CSCL |
| Issue Date: | 2024 |
| Publisher: | International Society of the Learning Sciences |
| Citation: | Zhang, Y., Liu, Y., Yu, Z., Li, Y., & Chen, G. (2024). Iterative or Linear Design? Insights into Teacher Professional Development on Dialogic Teaching. In Clarke-Midura, J., Kollar, I., Gu, X., & D'Angelo, C. (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024 (pp. 425-426). International Society of the Learning Sciences. |
| Abstract: | This study aimed to compare the effectiveness of a teacher professional development (PD) program on dialogic teaching designed in either an iterative or a linear mode. Two mathematics preservice teachers, Ms. Liu and Ms. Han, were selected as representative cases. Results showed that Ms. Liu scored much higher on coding tests, indicating more solid declarative knowledge of dialogic teaching. It implied that the iterative PD mode may help better consolidate the understanding of dialogic teaching. |
| Description: | Poster |
| URI: | https://doi.org/10.22318/cscl2024.632684 https://repository.isls.org//handle/1/10587 |
| Appears in Collections: | ISLS Annual Meeting 2024 |
Files in This Item:
| File | Size | Format | |
|---|---|---|---|
| CSCL2024_425-426.pdf | 300.8 kB | Adobe PDF | View/Open |
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