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Bridging between Research and Practice: Supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology

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This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory—through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially.
The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “intermediate theory”—bridging educational theory and specific settings—framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique—not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources.

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Series Title

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Call Number

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Publisher

Leiden - Boston : Brill., 2014

Collation

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Language

English

ISBN/ISSN

978-94-6209-434-5

Classification

NONE

Content Type

text

Media Type

computer

Carrier Type

online resource

Edition

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Subject(s)

Professional Learning

Specific Detail Info

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Statement of Responsibility

Sara Hennessy

Other Information

Cataloger

Kholif Basri

Source

https://brill.com/display/title/36714

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