1st Edition

Teacher Learning in Changing Contexts Perspectives from the Learning Sciences

    312 Pages 23 B/W Illustrations
    by Routledge

    312 Pages 23 B/W Illustrations
    by Routledge

    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 opportunities 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 educational systems?
    • What might it look like to design for teacher learning in these broader organizational systems?

    Uniquely highlighting how cycles of reflection and co-design can serve as important mechanisms to support teacher learning, this invaluable book lays the groundwork for sustained teacher learning and instructional improvement.

    Teacher Learning in Changing Contexts: Introduction

    Susan R. Goldman, Alison Castro Superfine, and Mon-Lin Monica Ko

    Part I: Designing opportunities for teacher learning

    1. Engaging Teachers in Dialogic Discourse Practices: Challenges, Effective PD Approaches and

    Teachers’ Individual Development.

    Ricardo Böheim, Ann-Kathrin Schindler, Tina Seidel

    2. Teachers Learning to Implement Student Collaboration: The Role of Data Analytics Tools

    Anouschka van Leeuwen, Nikol Rummel

    3. Anchoring Science Professional Learning in Curriculum Materials Enactment:

    Illustrating Theories in Practice to Support Teachers’ Learning

    Katherine L. McNeill, Renee Affolter, Brian J. Reiser

    4. Professional Development for STEM Integration: Analyzing Bioinformatics Teaching by Examining Teachers’ Qualities of Adaptive Expertise

    Susan A. Yoon, Jooeun Shim, Kate Miller, Amanda Cottone, Noora Noushad, Jae-Un Yoo, Michael V. Gonzalez, Ryan J. Urbanowicz, Blanca E. Himes

    Part II: Teacher learning through co-design

    5. Learning by design: Nourishing expertise and interventions 

    Susan McKenney, Joke Voogt , Paul Kirschner

    6. Co-Design as an Interactive Context for Teacher Learning

    Susan R. Goldman, Allison H. Hall, Mon-Lin Monica Ko

    7. Teacher-Researcher Collaborative inquiry in Mathematics Teaching Practices: Learning to Promote Student Discourse.  

    Kathleen Pitvorec, Alison Castro Superfine, Susan R. Goldman, Christopher Fry

    8. The Role of Teacher Beliefs, Goals, Knowledge, and Practices in Co-designing Computer Science Education CurriculaKimberley Gomez, Ung-Sang Lee, Amy Berkhoudt Woodman

    9. Teacher-Researcher Co-design Teams: Teachers as Intellectual Partners in Design

    Eleni A. Kyza, Andria Agesilaou, Yiannis Georgiou, Andreas Hadjichambis

    10. Engaging teachers in a DBIR community to develop ICT-enabled problem-solving skills

    Xiaoqing Gu, Hongjin Xu

    Part III: Teachers embedded in larger systems

    11. Design-Based Implementation Research as an Approach to Studying Teacher Learning in Research-Practice Partnerships Focused on Equity

    William R. Penuel, Carrie Allen, Eve Manz, Sara C. Heredia

    12. Design for Multilevel Connected Learning in Pedagogical Innovation Networks  

    Nancy LAW, Pak On KO 

    13. Teachers’ Expansive Framing in School-Based Citizen Science Partnerships

    Maya Benichou, Yael Kali, Yotam Hod


    Interacting and Intersecting Contexts of Teacher Learning: Next Steps for Learning Sciences Research   

    Mon-Lin Monica Ko, Alison Castro Superfine, and Susan R. Goldman


    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-Director 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.