Document Type
Article
Publication Date
2011
Publication Title
Northwest Passage: Journal of Educational Practices
Department
Education
Abstract
How might teachers be supported as professional learners, in activities and conversations that assist, rather than distract from, the complex work they do each day? In this article we describe a public school/university partnership model designed to support practice-oriented communication among educators– where professionals from various roles, institutional affiliations, and experience levels, communicate together about the details of their teaching. We outline the principles behind our approach and describe the specific practices we use to promote communication that engages teachers’ pedagogical thinking. We share how teachers’ own practice can become a centerpiece of professional development, and how authentic questions and evidence help educators develop insights into the relationship between their own assumptions, curriculum materials, and student understanding.
ISSN
1552-762X
Citation
Ryken, A. E., & Hamel, F. L. (2011). What matters is mutual investment and evidence-based dialogue: Designing meaningful contexts for teacher learning. Northwest Passage: Journal of Educational Practices, 9 (2), 95-103.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons