WIKINDX Resources
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Kayler Mary A. (2009). « Teacher development and learner-centered theory. ». Teacher Development, vol. 13, n° 1, fĂ©vrier, p. 57–69. ISSN 13664530. En ligne : <http://search.ebscohost ... 758&site=ehost-live>.
Added by: Feyfant Annie (03 Feb 2010 15:06:24 Europe/Paris) |
| Resource type: Journal Article DOI: 10.1080/13664530902858501 ID no. (ISBN etc.): 13664530 BibTeX citation key: Kayler2009  |
Categories: Enseignants Keywords: formation des enseignants Creators: Kayler Collection: Teacher Development |
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Views index: 9% Popularity index: 2.25% |
| URLs http://search.ebsc ... 58&site=ehost-live |
| Abstract |
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This multi-layered qualitative study explored a learner-centered curriculum intervention designed to support constructivist learning with practicing {PK-12} teachers in a United States university Masters degree program. Research questions that guided faculty inquiry were: 1) How do practicing teachers understand the principles of learner-centered theory from the perspectives of 'reading about a theory' in the textbook, to 'theory as learners' in our university classroom, and 'applying the theory' as teachers of their peers, and 2) In what ways do teachers think about applying theory in their own classroom? Electronic class reflections, journal narratives, teacher proposals and materials all served as data sources. Teachers reported on the benefits of choice, and gained confidence and ownership of their learning. Teachers valued dialogue with peers as a way to challenge assumptions, glean new insights and gain practical relevant materials related to their areas of personal and professional interest. The complexities of sharing power at the university level convey the practice of transferring theory into practice and the power of trusting teachers to own their learning and professional growth. {[ABSTRACT} {FROM} {AUTHOR]}
Added by: Feyfant Annie |