Teacher Inquiry into Student Learning: The TISL Heart Model and Method for use in Teachers’ Professional Development
Peer reviewed, Journal article
Published version
Åpne
Permanent lenke
http://hdl.handle.net/1956/12232Utgivelsesdato
2016Metadata
Vis full innførselSamlinger
Originalversjon
https://doi.org/10.18261/issn.1891-943x-2016-01-02Sammendrag
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.
Utgiver
UniversitetsforlagetOpphavsrett
Copyright 2015 The AuthorsBeslektede innførsler
Viser innførsler beslektet ved tittel, forfatter og emneord.
-
What teachers say and what students perceive Interpretations of feedback in teacher-student assessment dialogues
Rønsen, Anne Kristin (Peer reviewed; Journal article, 2013-01-13)It is commonly known and accepted that feedback has a significant effect on learning and that it is a wise investment in the education system to develop good strategies for assessment involving informative feedback. However, ... -
Exploring chemistry teachers' perspectives on questioning and providing a new way of analyzing teacher questions in science classrooms
Kayima, Festo (Doctoral thesis, 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 new ... -
They need to be recognized as a person in everyday life: Teachers' and helpers' experiences of teacher-student relationships in upper secondary school
Krane, Vibeke; Karlsson, Bengt; Ness, Ottar; Binder, Per-Einar (Peer reviewed; Journal article, 2016-10-04)The aim of this study was to explore how teachers and helpers experience that teacher–student relationship (TSR) is developed and promoted in upper secondary school. We also explored their experiences of qualities of TSR ...