Please use this identifier to cite or link to this item:
Title: Principle-Based Guidance to Foster Adaptive Teaching Practice
Authors: Hong, Huang-Yao
Chai, Ching Sing
Hung, Guo-Tsai
Issue Date: Jul-2015
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Hong, H., Chai, C. S., & Hung, G. (2015). Principle-Based Guidance to Foster Adaptive Teaching Practice In Lindwall, O., Ha╠łkkinen, P., Koschman, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1. Gothenburg, Sweden: The International Society of the Learning Sciences.
Abstract: This exploratory study investigated the effects of engaging teacher-education students in collaborative lesson design activities guided by knowledge building principles on their mathematics teaching practices. The study context was a university course concerning mathematics teaching practice. Analyses focused on (a) online collaborative lesson design activities, and (b) classroom teaching practices. Results showed that the principle-based guidance (a) was conducive to progressively more collaborative knowledge work, and (b) was able to engage the participants in gradually more adaptive mathematical teaching practice.
Appears in Collections:CSCL 2015

Files in This Item:
File SizeFormat 
126.pdf261.49 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.