Teacher Learning in the Context of Practice-Driven Design

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-1 - Division K Section 8 Poster Session 3

Abstract

The present study examines the results of a collaborative design effort to study teacher learning in the context of practice. Using the context of design rooted in an authentic problem of practice, researchers worked with a team of three science practitioners to support learning and make progress on a problem of practice. In this collaboration, Plan-Do-Study-Act (PDSA) cycles were used as a method to support secondary science teachers’ learning and contributed towards meeting a goal of increasing student literacy achievement. PDSA implementation enhanced teacher learning, supported teachers’ capacity to better align and refine instructional practice with student learning, and progressively hone in on a set of practices that allowed them to rapidly improve their teaching.

Authors

• Maritza Lozano, California State University Fullerton

• Louis M. Gomez, University of California - Los Angeles