Teacher Learning in Changing Contexts: Perspectives from the Learning Sciences PDF
Preview Teacher Learning in Changing Contexts: Perspectives from the Learning Sciences
TEACHER LEARNING IN CHANGING CONTEXTS New to the Routledge Advances in Learning Sciences series, this book highlights diverse approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives from world class researchers that exemplify new lenses on the work of teaching, encompassing new objects of learning, methods and tools; new ways of working with researchers and peers; and new efforts to work with the systems in which teachers are embedded. Together, the chapters in this volume reflect a new frontier of research on teacher learning that leverages diversity in the content, contexts, objects of inquiry, and tools for supporting shifts in instructional practice. Divided into three sections, chapters question: • What new pedagogies and knowledge do teachers need to facilitate student learning in the 21st century? • How do learning sciences’ tools, strategies, and experiences provide opportun- ities for them to learn these? • What role do teachers play as co- designers of educational innovations? • What unique affordances does co- design afford for teacher learning? • What do teachers learn through engaging in co- design? • How do teachers work and learn as part of interdisciplinary teams within edu- cational systems? • What might it look like to design for teacher learning in these broader organ- izational systems? Uniquely highlighting how cycles of reflection and co-d esign can serve as important mechanisms to support teacher learning, this invaluable book lays the groundwork for sustained teacher learning and instructional improvement. Alison Castro Superfine is Co- Director of the Learning Sciences Research Institute, and Professor of Mathematics Education & Learning Sciences at the University of Illinois at Chicago. She conducts research on the learning of practicing and prospective mathematics teachers in a variety of learning environments. Susan R. Goldman is a Distinguished Professor and Founding Co-D irector of the Learning Sciences Research Institute, University of Illinois at Chicago. She conducts research on teacher and student learning commensurate with the critical discourse and reasoning competencies needed for effective functioning and well- being in the 21st century. Mon- Lin Monica Ko is a Research Assistant Professor at the Learning Sciences Research Institute at the University of Illinois at Chicago. She examines how teachers, curriculum materials, and students work together to support meaningful science learning in secondary science classrooms. ROUTLEDGE ADVANCES IN LEARNING SCIENCES Series Editors: Mike Sharples, Chee- Kit Looi, and Keith Sawyer The Routledge Advances in Learning Sciences book series is a high quality and trans- disciplinary international series publishing cutting edge research. The term “learning sciences” covers research and development in the understanding of how people learn and the design of novel environments for learning. Contributing fields include cognitive science, computer science, educational psychology, neuroscience, anthropology, and linguistics. Titles published within the series take a broad and innovative approach to topical areas of research, are written by leading international researchers and are aimed at a research and post- graduate student audience. Teacher Learning in Changing Contexts: Perspectives from the Learning Sciences Edited by Alison Castro Superfine, Susan R. Goldman, and Mon- Lin Monica Ko For more information about this series, please visit: www.routle dge.com/ Routle dge- Advan ces- in- Learn ing- Scien ces/ book- ser ies/ RALS TEACHER LEARNING IN CHANGING CONTEXTS Perspectives from the Learning Sciences Edited by Alison Castro Superfine, Susan R. Goldman, and Mon- Lin Monica Ko Cover image: © Getty Images First published 2023 by Routledge 4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 605 Third Avenue, New York, NY 10158 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 selection and editorial matter, Alison Castro Superfine, Susan R. Goldman and Mon- Lin Monica Ko; individual chapters, the contributors The right of Alison Castro Superfine, Susan R. Goldman and Mon- Lin Monica Ko to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing- in- Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging- in- Publication Data Names: Castro Superfine, Alison, editor. | Goldman, Susan R., editor. | Ko, Mon-Lin Monica, editor. Title: Teacher learning in changing contexts : perspectives from the learning sciences / edited by Alison Castro Superfine, Susan R. Goldman and Mon-Lin Monica Ko. Description: Abingdon, Oxon ; New York, NY : Routledge, 2023. | Series: Routledge advances in the learning sciences | Includes bibliographical references and index. | Identifiers: LCCN 2022009977 | ISBN 9780367562663 (hardback) | ISBN 9780367562670 (paperback) | ISBN 9781003097112 (ebook) Subjects: LCSH: Teachers–In-service learning. | Teachers–In-service learning–Research. | Teaching–Methodology. | Teaching–Methodology–Research. Classification: LCC LB1731 .T41864 2023 | DDC 370.71/1–dc23/eng/20220425 LC record available at https://lccn.loc.gov/2022009977 ISBN: 978- 0- 367- 56266- 3 (hbk) ISBN: 978- 0- 367- 56267- 0 (pbk) ISBN: 978- 1- 003- 09711- 2 (ebk) DOI: 10.4324/ 9781003097112 Typeset in Bembo by Newgen Publishing UK CONTENTS Acknowledgments x List of Contributors xii Teacher Learning in Changing Contexts: Introduction 1 Susan R. Goldman, Alison Castro Superfine, and Mon- Lin Monica Ko PART I Designing Opportunities for Teacher Learning 13 1 Engaging Teachers in Dialogic Discourse Practices: Challenges, Effective PD Approaches, and Teachers’ Individual Development 15 Ricardo Böheim, Ann- Kathrin Schindler, and Tina Seidel 2 Teachers Learning to Implement Student Collaboration: The Role of Data Analytics Tools 35 Anouschka van Leeuwen and Nikol Rummel 3 Anchoring Science Professional Learning in Curriculum Materials Enactment: Illustrating Theories in Practice to Support Teachers’ Learning 47 Katherine L. McNeill, Renee Affolter, and Brian J. Reiser viii Contents 4 Professional Development for STEM Integration: Analyzing Bioinformatics Teaching by Examining Teachers’ Qualities of Adaptive Expertise 69 Susan A. Yoon, Jooeun Shim, Katherine Miller, Amanda M. Cottone, Noora Fatima Noushad, Jae- Un Yoo, Michael V. Gonzalez, Ryan Urbanowicz, and Blanca E. Himes PART II Teacher Learning through Co- design 91 5 Learning by Design: Nourishing Expertise and Interventions 93 Susan McKenney, Joke Voogt, and Paul A. Kirschner 6 Co- Design as an Interactive Context for Teacher Learning 112 Susan R. Goldman, Allison H. Hall, and Mon- Lin Monica Ko 7 Teacher– Researcher Collaborative Inquiry in Mathematics Teaching Practices: Learning to Promote Student Discourse 136 Kathleen Pitvorec, Alison Castro Superfine, Susan R. Goldman, and Christopher Fry 8 The Role of Teacher Beliefs, Goals, Knowledge, and Practices in Co- designing Computer Science Education Curricula 158 Kimberley Gomez, Ung- Sang Lee, and Amy Berkhoudt Woodman 9 Teacher– Researcher Co- design Teams: Teachers as Intellectual Partners in Design 175 Eleni A. Kyza, Andria Agesilaou, Yiannis Georgiou, and Andreas Hadjichambis 10 Engaging Teachers in a DBIR Community to Develop ICT- Enabled Problem- Solving Skills 196 Xiaoqing Gu and Hongjin Xu PART III Teachers Embedded in Larger Systems 215 11 Design- Based Implementation Research as an Approach to Studying Teacher Learning in Research- Practice Partnerships Focused on Equity 217 William R. Penuel, Carrie D. Allen, Eve Manz, and Sara C. Heredia Contents ix 12 Design for Multilevel Connected Learning in Pedagogical Innovation Networks 238 Nancy Law and Pak On Ko 13 Teachers’ Expansive Framing in School- Based Citizen Science Partnerships 256 Maya Benichou, Yael Kali, and Yotam Hod Commentary 277 Interacting and Intersecting Contexts of Teacher Learning: Next Steps for Learning Sciences Research 279 Mon- Lin Monica Ko, Alison Castro Superfine, and Susan R. Goldman Index 287
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