Please use this identifier to cite or link to this item:
|Title:||Investigating Collaborative Teacher Learning in Rural Contexts|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Bannister, N. & Wilder, P. (2020). Investigating Collaborative Teacher Learning in Rural Contexts. 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. 2445-2446). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||While research demonstrates that teachers need the resources of the professional community to learn, this issue remains critically understudied in contexts where a large geographic spread exists among teachers, as is often the case in rural communities. We explore this potential through a video-based responsive professional development model (RPD) we piloted with mathematics teachers from four rural school communities. Discussion will focus on the RPD model and our methodological approaches for this research.|
|Appears in Collections:||ICLS 2020|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.