Professional learning through a focus on task design: responding to historical scholarship and students' interests
This article reports on a small-‐scale collaborative research project that investigated the role played by scholarship and student interests in teachers’ planning and professional learning.It involved three history teachers in different schools working either with each other and the researcher to p...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/75763 |
| Acceso en línea: | http://hdl.handle.net/10201/75763 |
| Access Level: | acceso abierto |
| Palabra clave: | Knowledge Planning Teacher Development Student interests Conocimiento Planificación Desarrollo de los docentes Intereses de los estudiantes CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
| Sumario: | This article reports on a small-‐scale collaborative research project that investigated the role played by scholarship and student interests in teachers’ planning and professional learning.It involved three history teachers in different schools working either with each other and the researcher to plan tasks in the classroom, the project took place over the course of one year.A key conclusion is the need for dialogic spaces to allow teachers to explore and integrate ideas based on knowledge of their students,with knowledge from historical scholarship. |
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