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What is Knowledge-Of-Practice

Chapter 28
Handbook of Research on Teacher Education and Professional Development
Teacher’s knowledge for teaching gained through “systematic inquiries about teaching, learners and learning, subject matter and curriculum, and schools and schooling” ( Cochran-Smith & Lytle, 2001 , p. 274).
Published in Chapter:
Innovative Instructional Strategies for an Online Community of Learners: Reconstructing Teachers' Knowledge
Margaret L. Niess (Oregon State University, USA) and Henry Gillow-Wiles (Southern Oregon University, USA)
Copyright: © 2017 |Pages: 28
DOI: 10.4018/978-1-5225-1067-3.ch028
Abstract
This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in reconstructing their technological pedagogical content knowledge (TPACK) for teaching mathematics. This analysis describes instructional practices that guide inservice teacher participants in inquiring and reflecting to confront their knowledge-of-practice conceptions for integrating multiple technologies as learning tools. The research program describes an online learning trajectory and instructional strategies supporting the tools and processes in steering the content development in a social metacognitive constructivist instructional framework towards moving from “informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time” (Confrey & Maloney, 2012). The results provide recommendations for online professional development learning environments that engage the participants as a community of learners.
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Chapter 18
Mathematics Teachers' Knowledge-of-Practice with Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
Teachers’ knowledge gained through “systematic inquiry about teaching” with technology that considers “learners and learning, subject matter and curriculum, and schools and schooling” ( Cochran-Smith & Lytle, 1999 , p. 274).
Published in Chapter: Mathematics Teachers' Knowledge-of-Practice with Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections; From: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
Full Text Chapter Download: US $37.50 Add to Cart
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