Please use this identifier to cite or link to this item: http://ktisis.cut.ac.cy/handle/10488/9088
Title: Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development
Authors: Kyza, Eleni A. 
Nicolaidou, Iolie 
Keywords: Co-design;Educational reform;Inquiry learning;Online learning environments;Teachers’ professional development;Science education
Category: Media and Communications
Field: Social Sciences
Issue Date: 2017
Publisher: Taylor and Francis Ltd.
Source: CoDesign, 2017, Volume 13, Issue 4, Pages 261-286
metadata.dc.doi: https://doi.org/10.1080/15710882.2016.1209528
Abstract: This study examined the contribution of a co-design approach to science teachers’ situated professional development, and explored its effect on student learning and motivation. Study participants were three science teachers who were members of a co-design team; one of the teachers enacted the designed learning environment with her 11th grade, non-science major students. Data were collected from 31 design meetings over two years, teacher interviews, and from pre-post student learning and motivation assessments. Findings indicated that the co-design approach addressed teachers’ reform-based professional development needs, had greater impact on the enacting teacher, and met the enacting students’ learning and motivation needs. The findings talk to the potential of co-design as a successful approach for teachers’ reform-based, situated professional development.
URI: http://ktisis.cut.ac.cy/handle/10488/9088
ISSN: 15710882
Rights: © 2016 Informa UK Limited, trading as Taylor & Francis Group
Type: Article
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