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|Title:||Professional Development of Science Teachers in Underserved Communities: an Initial Report from the Field|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Fuhrmann, T., Fernandez, C., Hochgreb-Haegele, T., & Blikstein, P. (2018). Professional Development of Science Teachers in Underserved Communities: an Initial Report from the Field . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||This paper presents a preliminary study regarding the first phase of a large project that aims to develop a constructionist-based teacher training for public school settings in Sobral, Brazil. We illustrate the initial change that four science middle-school teachers went through after participating in training and co-designing lesson-plan’s for their classrooms. The goal of this study was to explore teachers’ initial changes in the form of instructional practice, by the end of the training phase.|
|Appears in Collections:||ICLS 2018|
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