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31 - Advances in Teacher Learning Research in the Learning Sciences

from Part VI - Moving Learning Sciences Research into the Classroom

Published online by Cambridge University Press:  14 March 2022

By
Barry J. Fishman ,
Carol K. K. Chan  and
Elizabeth A. Davis
Edited by
R. Keith Sawyer
R. Keith Sawyer
Affiliation:
University of North Carolina, Chapel Hill
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Summary

This chapter reviews the contribution of the learning sciences to teacher learning research, with particular consideration of how cognitive, sociocognitive, sociocultural, and improvement-focused perspectives extend teacher learning research. Learning scientists study all phases of teacher learning, including preservice education (before becoming a teacher), the first few years of teaching, and ongoing mastery throughout the career. Research often focuses on teaching practices – what teachers do in the classroom and how they move from novice to expert performance. Teacher learning can be supported through collaboration with other teachers in a professional learning community (PLC); through coaching and mentoring; through videos of expert teaching practice; and through educative curriculum materials.

Keywords

pedagogical content knowledge (PCK)professional development (PD)professional learning community (PLC)teacher beliefsresearch-practice partnerships (RPP)educative curriculum materials
Type
Chapter
Information
The Cambridge Handbook of the Learning Sciences , pp. 619 - 637
Publisher: Cambridge University Press
Print publication year: 2022

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