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Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments
- Source :
- Center for Educational Policy Studies Journal, Vol 10, Iss 3, Pp 99-116 (2020)
- Publication Year :
- 2020
- Publisher :
- University of Ljubljana, 2020.
-
Abstract
- The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school’s needs, while being supported by a more extensive university-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.
- Subjects :
- School
Empirical research
Kooperation
ComputingMilieux_COMPUTERSANDEDUCATION
Applied research
Sociology
Lehrer
Learning environment
05 social sciences
Professional development
Australien
Theory Practice Relationship
050301 education
Capacity building
Angewandte Forschung
Lernumgebung
Educational Environment
Faculty development
lcsh:L7-991
innovative learning environments
050104 developmental & child psychology
professional development
Researcher
Educational research
Project
teacher change
Academic sector
lcsh:Education (General)
Education
Projekt
Professional learning community
Mathematics education
0501 psychology and cognitive sciences
Bildungsforschung
Raumdidaktik
Innovation
University
Schule
Teacher
Universität
Forscher
Australia
Projects (Learning Activities)
Cooperation
applied research
Theorie-Praxis-Beziehung
Empirische Forschung
teacher-researchers
0503 education
Subjects
Details
- Language :
- English
- ISSN :
- 22322647 and 18559719
- Volume :
- 10
- Issue :
- 3
- Database :
- OpenAIRE
- Journal :
- Center for Educational Policy Studies Journal
- Accession number :
- edsair.doi.dedup.....46f71147be9aa348e1b3a6b3a86acacd