Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/151
Title: Teacher Epistemic Learning in the Innovation Diffusion
Authors: Wu, Longkai
Hung, David
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Wu, L. & Hung, D. (2016). Teacher Epistemic Learning in the Innovation Diffusion In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: : In this paper, a teacher epistemic learning model for implementation is proposed with the aim to prepare seeded teachers in reflection-for-action and to build their capacities in designing and enacting the curriculum on their own virtue. Fundamentally, epistemic learning is proposed because changing classroom practices is more than a surface or shallow change phenomena, but requires teachers to fundamentally shift in perspective or way of seeing how learning is to be practiced. We describe this epistemic learning model and explore its effectiveness. Various types of data were collected, including surveys, interviews, field notes, and teachers’ lesson design artifacts. It is found that the seeded teachers from the five schools, regardless of their own teaching profiles and school contexts, have obtained high degrees of buy-in of the innovation and developed their readiness towards implementation for the future enactments. It is envisioned that such an epistemic learning model will inform the design for teacher professional development, in the pursuit of innovation diffusion, serving a wider community of the teaching practice.
URI: https://repository.isls.org/handle/1/151
https://dx.doi.org/10.22318/icls2016.62
Appears in Collections:ICLS 2016

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