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- Bergentoft, Helene, 1964
(författare)
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Teachers’ learning: Interventions based on previous teaching experiences.
- 2015
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Ingår i: Teaching for tomorrow today. International Association of Teachers and Teaching (ISATT). - Auckland : Edify Ltd. - 9780473329068
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Bokkapitel (refereegranskat)abstract
- This chapter is about how teachers’ knowledge about student learning and lesson design of a specific content can be evolved through teacher collaboration in a cross-school setting. The learning content is illustrated with learning about body posture whilst running in the subject matter Physical education and health at grade 12. Students learning opportunities differ between classrooms and schools (OECD, 2007; Pianta, Belsky, Hours & Morrison, 2007; Raudenbush, 2009). Classroom practices are one of three identified key areas to regarding equity in education (OECD, 2007). Knowledge of best instructional practice is a mean to achieve educational equality (Raudenbush, 2009). The use of a system that centers on the creation of shared instructional product that guides classroom teaching is one way to solve the problem of variation in educational quality from one school to another (Morris and Hiebert, 2011). Learning studies is one model for such a system, since focus of the model is on constructing knowledge concerning objects of learning as well as teaching-learning relations (Holmqvist, 2011; Lo & Marton, 2012). The aim of this chapter is to describe how mediated means are shaped and aggregated into activity during a school development project where learning study is used as a model. The research questions asked are: 1. In what way can variation theory be used as mediated mean to design lessons? 2. How do the theoretical conjectures as mediated means shape the activity?
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