國立虎尾科技大學 |

Designing Relationally : = How Teacher-Designed Professional Learning Expands Practice.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Designing Relationally :/
Reminder of title:	How Teacher-Designed Professional Learning Expands Practice.
Author:	Williams, Dawn.
Description:	1 online resource (178 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379905392

Designing Relationally : = How Teacher-Designed Professional Learning Expands Practice.
Williams, Dawn.

Designing Relationally :How Teacher-Designed Professional Learning Expands Practice. - 1 online resource (178 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--University of Washington, 2023.

Includes bibliographical references

This study presents an opportunity to see how ECE teachers can create early learning math professional learning. Utilizing participatory design research methodologies and expansive learning theory as a frame, it offers valuable insight into what teachers' value and want out of professional learning experiences as evidenced by the emerging design principles. Furthermore, it suggests that teachers themselves may be crucial players in developing the profession. The findings demonstrate how powerful relational and collaborative learning opportunities can be for teachers professional learning and in this case, teachers defined their own collective professional identity. I also include lessons about the importance of goal-driven intentional facilitation moves that support processes of partnering. Further, this study provides a new potentiality for how state ECE agencies can develop, partner, listen, learn, and fund professional learning differently. More equitable professional learning is possible when teachers are positioned as expert knowledge holders and design professional learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379905392Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Professional learningIndex Terms--Genre/Form:

554714
Electronic books.

Designing Relationally : = How Teacher-Designed Professional Learning Expands Practice.
LDR:02498ntm a22003977 4500 001 1148164
005 20240916070017.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379905392
035 $a (MiAaPQ)AAI30527596
035 $a AAI30527596
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Williams, Dawn. $3 1474082
245 1 0 $a Designing Relationally : $b How Teacher-Designed Professional Learning Expands Practice.
264 0 $c 2023
300 $a 1 online resource (178 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisor: Ishimaru, Ann.
502 $a Thesis (Ph.D.)--University of Washington, 2023.
504 $a Includes bibliographical references
520 $a This study presents an opportunity to see how ECE teachers can create early learning math professional learning. Utilizing participatory design research methodologies and expansive learning theory as a frame, it offers valuable insight into what teachers' value and want out of professional learning experiences as evidenced by the emerging design principles. Furthermore, it suggests that teachers themselves may be crucial players in developing the profession. The findings demonstrate how powerful relational and collaborative learning opportunities can be for teachers professional learning and in this case, teachers defined their own collective professional identity. I also include lessons about the importance of goal-driven intentional facilitation moves that support processes of partnering. Further, this study provides a new potentiality for how state ECE agencies can develop, partner, listen, learn, and fund professional learning differently. More equitable professional learning is possible when teachers are positioned as expert knowledge holders and design professional learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Early childhood education. $3 557157
650 4 $a Education policy. $3 1107727
653 $a Professional learning
653 $a Collaborative learning
653 $a Professional identity
653 $a Crucial players
653 $a Design principles
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0518
690 $a 0458
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Washington. $b Education. $3 1180047
773 0 $t Dissertations Abstracts International $g 85-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30527596 $z click for full text (PQDT)