Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8519
Title: Becoming a Critical Action Educator: A Comparative Analysis of Formative Interventions in Canada, China, and India
Authors: Carvalho, Renato
Raman, Preeti
Ghasempour, Erfane
Zhang, Xinhua
Boldyreva, Elena
Slotta, James D.
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Carvalho, R., Raman, P., Ghasempour, E., Zhang, X., Boldyreva, E., & Slotta, J. D. (2022). Becoming a critical action educator: A comparative analysis of formative interventions in canada, china, and india. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1481-1484). International Society of the Learning Sciences.
Abstract: We present a comparative analysis of professional learning communities (PLC) of teachers in Canada, China, and India, in the context of a project called the Critical Action Learning Exchange (CALE). CALE is an international community of educators dedicated to designing, enacting and sharing critical action curricula that empower students in responding to complex socio-environmental issues such as climate change, social justice, pandemics, and more (Carvalho et al., 2021). We analyze the three PLCs through the lens of activity-theoretical formative intervention research (Engeström et al., 2014). Comparison of the three cases identifies a series of key factors for the successful professional development of critical action educators and informs the design of future CALE elements.
Description: Short Paper
URI: https://dx.doi.org/10.22318/icls2022.1481
https://repository.isls.org//handle/1/8519
Appears in Collections:ISLS Annual Meeting 2022

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