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|Title:||Teacher Professional Vision in the Work of Co-Design|
Hmelo-Silver, Cindy E.
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Gomoll, A., Hmelo-Silver, C. E., & Sabanovic, S. (2020). Teacher Professional Vision in the Work of Co-Design. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2014-2021). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This design-based research study explores how one instructor constructed and refined her professional vision (PV) (noticing, interpreting, and responding to classroom interactions) as she worked alongside a researcher to design and facilitate a human-centered robotics curriculum. This co-design case considers how PV is dynamically constructed in co-design that occurs throughout a curriculum implementation. Using a PV framework and discourse analysis methodology, this study explores how video viewing and analysis collaboratively done by design partners can support iterative curriculum refinement. Findings inform how we might better support teachers in the important work of creating learning experiences for students that extend beyond the classroom.|
|Appears in Collections:||ICLS 2020|
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