Sustaining Innovations through Lead Teacher Learning: A Learning Sciences Perspective on Supporting Professional Development

Autor/inn/en	Fogleman, Jay; Fishman, Barry; Krajcik, Joe
Titel	Sustaining Innovations through Lead Teacher Learning: A Learning Sciences Perspective on Supporting Professional Development
Quelle	In: Teaching Education, 17 (2006) 2, S.181-194 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Professional Development; Educational Innovation; School Districts; State Universities; College School Cooperation; Theory Practice Relationship; Faculty Development; Inservice Teacher Education; Urban Schools; Middle Schools; Science Instruction; Teacher Leadership; Michigan + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; School district; Schulbezirk; Staatliche Universität; Theorie-Praxis-Beziehung; Lehrerfortbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Mittelschule; Mittelstufenschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerfunktionsstelle
Abstract	There is a rich history of researchers developing curricular materials aimed at enhancing student learning in American classrooms. Though many of these innovations have been successful on a small scale, institutionalizing them so they become part of a district's instructional culture has been a challenge. As large districts try to scale up and sustain the use of successful innovations, they are faced with the task of supporting many teachers with varied levels of experience with the materials on an ongoing basis. This article describes our efforts within a mature district-university partnership to build the district's capacity for providing this support. In this effort, university researchers have participated with district curriculum specialists in a workcircle to support district lead teachers as they plan and conduct professional development around reform-based curriculum materials. Our approach has been to build on the classroom expertise of the lead teachers by providing them with access to theoretical and research-based knowledge relevant to their work as professional developers. We use two examples of our work with the lead teachers to describe how theoretical ideas from the learning sciences guide our efforts. These ideas include the situated nature of knowledge and learning, the role that communities of discourse and practice play in refining practitioners' understandings, and the use of a cognitive apprentice model to scaffold lead teachers' understandings and enhance the district's capacity to scale and sustain reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10