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dc.contributor.authorDavis, Natalie
dc.contributor.authorHooper, Paula
dc.contributor.authorEchevarria, Ruben
dc.contributor.authorMunoz, Arturo
dc.contributor.authorVossoughi, Shirin
dc.contributor.authorCortez, Arturo*, Meixi
dc.contributor.authorPham, Josephine H.
dc.contributor.authorScott, Mallika
dc.contributor.authorSengupta-Irving, Tesha
dc.contributor.authorTunney, Jessica
dc.contributor.authorMacias, Meghan
dc.identifier.citationDavis, N., Hooper, P., Echevarria, R., Munoz, A., Vossoughi, S., Cortez, A., *, M., Pham, J. H., Scott, M., Sengupta-Irving, T., Tunney, J., & Macias, M. (2020). Taking on the Task of Reimagining Teacher Education: Positioning Teachers as Emergent Learning Scientists within Complex Political and Ethical Ecologies. 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. 2191-2198). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.description.abstractThis symposium is designed to invite ICLS attendees to participate in dialogue around the ideational, ethical and practical frameworks for engaging practicing and preservice teachers as learning scientists in schools. Moreover, we situate the work of teacher learning and teacher education as a viable pathway for exploring the ethical and political dimensions of learning and teaching within learning sciences. What opens up in the field of education when we take seriously the minds and personhood of teachers as learners who are simultaneously theorists, practitioners and political actors within complex ecologies? How might we leverage, at once, the generative tools of the learning sciences and the everyday, embodied and professional knowledge brought to bear by teachers? And finally, what tensions emerge within this work as we seek to expand conceptions of teaching and desettle narrow, dehistoricized definitions of learning (Bang et al, 2012; Philip et al, 2019)? Each paper proposed for this symposium responds to these question prompts with social design experiments (GutiƩrrez & Vossoughi, 2010) that meld critical theories within the learning sciences with ideas about how to reimagine teacher learning and teacher professional development toward more just social futures. The symposium format is designed to engage the audience in substantive discussion of the ideas that are presented.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleTaking on the Task of Reimagining Teacher Education: Positioning Teachers as Emergent Learning Scientists within Complex Political and Ethical Ecologiesen_US
Appears in Collections:ICLS 2020

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