Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8475
Title: A Framework for Assessing Teachers’ Readiness for Pedagogical Transformation
Authors: Jones, Bonni
Swanson, Hillary
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Jones, B. & Swanson, H. (2022). A framework for assessing teachers’ readiness for pedagogical transformation. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1313-1316). International Society of the Learning Sciences.
Abstract: Creating conditions that empower science teachers to innovate in their classrooms is important yet challenging. The Next Generation Science Standards (NGSS) invite teachers to educate in ways that differ markedly from traditional pedagogy. We posit that this transition requires more than asking teachers to implement novel instructional approaches after participating in a few professional development sessions. We present a preliminary framework for assessing whether teachers and learning communities have the beliefs, abilities, and motivations necessary for sustainable transformations.
Description: Short Paper
URI: https://dx.doi.org/10.22318/icls2022.1313
https://repository.isls.org//handle/1/8475
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
ICLS2022_1313-1316.pdf448.83 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.