Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9053
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dc.contributor.authorMarshall, Samantha
dc.date.accessioned2023-04-12T20:57:18Z-
dc.date.available2023-04-12T16:15:12Z
dc.date.available2023-04-12T20:57:18Z-
dc.date.issued2022
dc.identifier.citationMarshall, S. (2022). Using problem (re)framing and teachers’ pedagogical responsibility to facilitate teacher learning opportunities. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 409-416). International Society of the Learning Sciences.en
dc.identifier.urihttps://dx.doi.org/10.22318/icls2022.409
dc.identifier.urihttps://repository.isls.org//handle/1/9053-
dc.descriptionLong Paperen
dc.description.abstractAlthough for decades there has been a strong coalition of teachers working for social justice, we still know little about how teachers’ learning to do this work can be supported. In this paper, I use interaction analysis to investigate a teachers’ learning opportunities, finding that the teacher’s learning opportunities were facilitated by coaching strategies including: (1) a co-inquiry approach, (2) deliberate and persistent problem (re)framing, (3) grounding interpretations in student sensemaking, and (4) building on the teacher’s pedagogical responsibility. These findings contribute to theory of teachers’ learning, suggesting some of the ways in which such learning can be supported in a video-based coaching model.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. 409-416
dc.subjectLearning Sciencesen
dc.titleUsing Problem (Re)framing and Teachers’ Pedagogical Responsibility to Facilitate Teacher Learning Opportunitiesen
dc.typeconferencePaper
dc.identifier.doi10.22318/icls2022.409
Appears in Collections:ISLS Annual Meeting 2022

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