Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8474
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dc.contributor.authorCohen, Etan
dc.contributor.authorDishon, Gideon
dc.contributor.authorLefstein, Adam
dc.date.accessioned2023-04-12T20:52:37Z-
dc.date.available2023-04-12T16:15:12Z
dc.date.available2023-04-12T20:52:37Z-
dc.date.issued2022
dc.identifier.citationCohen, E., Dishon, G., & Lefstein, A. (2022). On-line designs for supporting teacher epistemic communities: A comparative analysis. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 131-138). International Society of the Learning Sciences.en
dc.identifier.urihttps://dx.doi.org/10.22318/icls2022.131
dc.identifier.urihttps://repository.isls.org//handle/1/8474-
dc.descriptionLong Paperen
dc.description.abstractOver the past four decades, various types of epistemic resources required for teaching, and alternative infrastructures for creating and disseminating them, have been proposed. Today’s proliferation of online tools for teachers means that there are infinitely more possibilities, setting the stage for a reinvigorated discussion surrounding what teachers are expected to do, and how best to support them in their work. In this essay, we offer a comparative analysis of three online platforms for teachers, to identify contemporary conceptions of teaching and to highlight some of the considerations and tradeoffs that should be taken into account when designing such a platform.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofurn:ISBN:978-1-7373306-5-3
dc.relation.ispartofProceedings of the 16th International Conference of the Learning Sciences - ICLS 2022, pp. 131-138
dc.subjectLearning Sciencesen
dc.titleOn-Line Designs for Supporting Teacher Epistemic Communities: A Comparative Analysisen
dc.typeconferencePaper
dc.identifier.doi10.22318/icls2022.131
Appears in Collections:ISLS Annual Meeting 2022

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