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Conference Paper: Investigating the Impact of Learning Architecture on Teachers’ Learning Outcomes
Title | Investigating the Impact of Learning Architecture on Teachers’ Learning Outcomes |
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Authors | |
Issue Date | 2018 |
Publisher | American Educational Research Association. |
Citation | American Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018 How to Cite? |
Abstract | Teachers’ learning has long been identified as crucial to successful implementation of pedagogical innovations. Prior studies on facilitating teacher learning in pedagogical innovations have placed much emphasis on the design of learning architecture in terms of the structure and interaction mechanisms that scaffold teacher learning. This study explores how different features of architecture for learning may contribute to diverse trajectories of teachers’ progress in classroom practice in three school cases in Hong Kong. The findings indicate the importance of pedagogically-centered cross-school teacher interactions in expanding teachers’ pedagogical repertoire, which is conducive to their engagement in and contribution to educational innovations. As one element of learning architecture, technology’s role to expand or constrain teachers’ pedagogical practices is also explored. |
Description | Poster Session: Division K Section 8 Poster Session 2 |
Persistent Identifier | http://hdl.handle.net/10722/261998 |
DC Field | Value | Language |
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dc.contributor.author | Liang, L | - |
dc.contributor.author | Law, NWY | - |
dc.date.accessioned | 2018-09-28T04:51:41Z | - |
dc.date.available | 2018-09-28T04:51:41Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | American Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018 | - |
dc.identifier.uri | http://hdl.handle.net/10722/261998 | - |
dc.description | Poster Session: Division K Section 8 Poster Session 2 | - |
dc.description.abstract | Teachers’ learning has long been identified as crucial to successful implementation of pedagogical innovations. Prior studies on facilitating teacher learning in pedagogical innovations have placed much emphasis on the design of learning architecture in terms of the structure and interaction mechanisms that scaffold teacher learning. This study explores how different features of architecture for learning may contribute to diverse trajectories of teachers’ progress in classroom practice in three school cases in Hong Kong. The findings indicate the importance of pedagogically-centered cross-school teacher interactions in expanding teachers’ pedagogical repertoire, which is conducive to their engagement in and contribution to educational innovations. As one element of learning architecture, technology’s role to expand or constrain teachers’ pedagogical practices is also explored. | - |
dc.language | eng | - |
dc.publisher | American Educational Research Association. | - |
dc.relation.ispartof | AERA (American Educational Research Association) 2018 Annual Meeting | - |
dc.rights | This work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly. | - |
dc.title | Investigating the Impact of Learning Architecture on Teachers’ Learning Outcomes | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Law, NWY: nlaw@hku.hk | - |
dc.identifier.authority | Law, NWY=rp00919 | - |
dc.identifier.hkuros | 292085 | - |
dc.publisher.place | New York, NY | - |