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Designing Relationally: How Teacher-Designed Professional Learning Expands Practice- [electronic resource]
Designing Relationally: How Teacher-Designed Professional Learning Expands Practice- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101232
- ISBN
- 9798379905392
- DDC
- 370
- 저자명
- Williams, Dawn.
- 서명/저자
- Designing Relationally: How Teacher-Designed Professional Learning Expands Practice - [electronic resource]
- 발행사항
- [S.l.]: : University of Washington., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(178 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
- 주기사항
- Advisor: Ishimaru, Ann.
- 학위논문주기
- Thesis (Ph.D.)--University of Washington, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약This study presents an opportunity to see how ECE teachers can create early learning math professional learning. Utilizing participatory design research methodologies and expansive learning theory as a frame, it offers valuable insight into what teachers' value and want out of professional learning experiences as evidenced by the emerging design principles. Furthermore, it suggests that teachers themselves may be crucial players in developing the profession. The findings demonstrate how powerful relational and collaborative learning opportunities can be for teachers professional learning and in this case, teachers defined their own collective professional identity. I also include lessons about the importance of goal-driven intentional facilitation moves that support processes of partnering. Further, this study provides a new potentiality for how state ECE agencies can develop, partner, listen, learn, and fund professional learning differently. More equitable professional learning is possible when teachers are positioned as expert knowledge holders and design professional learning.
- 일반주제명
- Teacher education.
- 일반주제명
- Education policy.
- 키워드
- Crucial players
- 기타저자
- University of Washington Education
- 기본자료저록
- Dissertations Abstracts International. 85-01A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101232
■006m o d
■007cr#unu||||||||
■020 ▼a9798379905392
■035 ▼a(MiAaPQ)AAI30527596
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aWilliams, Dawn.
■24510▼aDesigning Relationally: How Teacher-Designed Professional Learning Expands Practice▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Washington. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(178 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.
■500 ▼aAdvisor: Ishimaru, Ann.
■5021 ▼aThesis (Ph.D.)--University of Washington, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis study presents an opportunity to see how ECE teachers can create early learning math professional learning. Utilizing participatory design research methodologies and expansive learning theory as a frame, it offers valuable insight into what teachers' value and want out of professional learning experiences as evidenced by the emerging design principles. Furthermore, it suggests that teachers themselves may be crucial players in developing the profession. The findings demonstrate how powerful relational and collaborative learning opportunities can be for teachers professional learning and in this case, teachers defined their own collective professional identity. I also include lessons about the importance of goal-driven intentional facilitation moves that support processes of partnering. Further, this study provides a new potentiality for how state ECE agencies can develop, partner, listen, learn, and fund professional learning differently. More equitable professional learning is possible when teachers are positioned as expert knowledge holders and design professional learning.
■590 ▼aSchool code: 0250.
■650 4▼aTeacher education.
■650 4▼aEarly childhood education.
■650 4▼aEducation policy.
■653 ▼aProfessional learning
■653 ▼aCollaborative learning
■653 ▼aProfessional identity
■653 ▼aCrucial players
■653 ▼aDesign principles
■690 ▼a0530
■690 ▼a0518
■690 ▼a0458
■71020▼aUniversity of Washington▼bEducation.
■7730 ▼tDissertations Abstracts International▼g85-01A.
■773 ▼tDissertation Abstract International
■790 ▼a0250
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933324▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
