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https://repository.isls.org//handle/1/2208| Title: | Teacher Paradigm Shifts for 21st Practice Skills: The Role of Scaffolded Reflection Within A Peer Community |
| Authors: | Madeira, Cheryl-Ann Slotta, Jim |
| Issue Date: | Jul-2012 |
| Publisher: | International Society of the Learning Sciences (ISLS) |
| Citation: | Madeira, C. & Slotta, J. (2012). Teacher Paradigm Shifts for 21st Practice Skills: The Role of Scaffolded Reflection Within A Peer Community. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 227-234). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences. |
| Abstract: | This paper presents a longitudinal study of teacher professional development that supports teachers through two interventions, namely scaffolded reflection and peer-exchange, and enables teachers to strengthen their learning of complex Web 2.0 practices within a community of learners. Teachers develop such knowledge only through authentic classroom practices. Nine secondary science teachers (N=9) designed, enacted and revised a technology-enhanced inquiry-based lesson. Teachers' ideas, lesson plans and reflections were recorded, and their classroom enactments were captured on video in order to connect to their shifts in practice. |
| URI: | https://doi.dx.org/10.22318/icls2012.1.227 https://repository.isls.org//handle/1/2208 |
| Appears in Collections: | ICLS 2012 |
Files in This Item:
| File | Size | Format | |
|---|---|---|---|
| 227-234.pdf | 528.6 kB | Adobe PDF | View/Open |
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