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|Title:||Principle-Based Guidance to Foster Adaptive Teaching Practice|
Chai, Ching Sing
|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., Häkkinen, 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|
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