Teacher Inquiry into Student Learning: The TISL Heart Model and Method for use in Teachers’ Professional Development
MetadataShow full item record
Researchers have recently been calling for new models of teacher education and professional development for the 21st century. Teacher inquiry, where the teacher’s own practice is under investigation, can be seen both as a way to improve day-to-day teaching in the classroom and as professional development for teachers. As such, it should also have a role in teacher education. In this article, we present the iterative development of the TISL Heart, a theory-practice model and method of teacher inquiry into student learning, which has a particular emphasis on the use of student results generated in the information and technology-rich classroom. This article proposes that this practice-near model is particularly relevant for teacher education, as it draws upon existing practices in using student data at a progressive school that focuses on the use of technology to enhance student learning. The article concludes by discussing the implications for its role in teacher education, particularly related to data literacy and its use in teaching.
CitationNordic Journal of Digital Literacy 2016, 11(1):24-49
SubjectTeacher InquiryTeacher Inquiry into Student LearningTeacher EducationEducational Professional Development
Copyright 2015 The Authors
Showing items related by title, author, creator and subject.
Health promotion with teachers. Evaluation of the Norwegian Network of Health Promoting Schools: Quantitative and qualitative analyses of predisposing, reinforcing and enabling conditions related to teacher participation and program sustainability. Tjomsland, Hege Eikeland (The University of Bergen, 2009-06-25)Doctoral thesis
Intellectual Practicians: An Exploration of Professionalism among Upper Secondary School Teachers with Icelandic Mother Tongue Teachers as a Contextualized Empirical Case Lea, Kjersti (The University of Bergen, 2015-05-21)The study Intellectual practicians explores an educational practice; more particularly that of mother tongue teachers in upper secondary school in Iceland as experienced and described by some of these ...Doctoral thesis
Exploring chemistry teachers' perspectives on questioning and providing a new way of analyzing teacher questions in science classrooms Kayima, Festo (The University of Bergen, 2018-02-12)The goals of this dissertation were, to examine how chemistry teachers conceptualize the nature of questions used in teaching, as well as how their understanding influences their questioning practice, and to explore a ...Doctoral thesis