Teacher Learning Research and the Learning Sciences  

Oleh:

Fishman, Barry J. ; Davis, Elizabeth A.

Jenis: Article from Books - E-Book
Dalam koleksi: The Cambridge Handbook of the Learning Sciences, page 535-550.
Topik: Knowledge About Teacher Learning; Teacher Learning Research; Learning Sciences Research
Fulltext: Teacher Learning Research and the Learning Sciences.pdf (224.54KB)

Isi artikel

Teacher learning is an active area for research in education, and although the learning sciences have not been primarily focused on teacher learning, teacher education, or professional development, we argue that the perspectives our ?eld brings to the study of teachers’ learning offer great promise. Learning sciences researchers – guided by the cognitive, sociocognitive, sociocultural, and systems-oriented perspectives that are prevalent in our ?eld – have made contributions to and extended research on teacher learning in new and signi?cant directions. Fostering change in classroom learning and teaching is a central concern of the learning sciences, and teachers are a cornerstone of nearly all formal instructional systems. Teachers are the ultimate interpreters of any classroom-based intervention, and are responsible for a large amount of variance in the effects of instructional interventions – this is known as the “teacher effect” (Nye, Konstantopoulos, & Hedges, 2004). If learning sciences researchers are interested in translating research into practice to effect change at the classroom level – and we believe that they are – it is imperative that the ?eld pay careful attention to how teachers learn their craft and learn to effectively enact the innovations (technologies, curricula, etc.) that emerge from learning sciences research (Fishman et al., 2004). The learning sciences have developed a focus on teacher learning only recently. Much learning sciences research focuses on teaching and learning in classroom contexts (e.g., Bransford et al., 1990; Brown, Collins, & Duguid, 1989), but this foundational research focuses on how teachers should or might teach, as opposed to how teachers might learn how to teach in these new ways. In this chapter, we examine major theoretical and methodological contributions that the learning sciences offer to research on teacher learning, and provide examples of how those contributions are realized in both research and practice. We begin with a brief look at major trends in the study of teacher learning in the broader educational research community, as a pointer into literature that might inform the work of learning scientists in this area.

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