Teacher Attitudes/Beliefs

Habitus, Scaffolding, and Problem-Based Learning: Why Teachers’ Experiences as Students Matter

Author/Presenter: 
Brian Belland
Lead Organization(s): 
Year: 
2012
Short Description: 

Despite evidence that it can help students learn higher-order thinking skills and gain deep content knowledge, problem-based learning (PBL) is not deployed on a large scale in K-12 classrooms. This conceptual chapter explores teacher’s past experiences, and resulting habitus, to explain the minimal extent of PBL in K-12 schools. Central to teachers’ abilities to implement PBL is their ability to provide scaffolding, and their habitus may interfere with this process. Implications for teacher education and teacher change are discussed.

ScratchEd: Working with Teachers to Develop Design-Based Learning Approaches to the Cultivation of Computational Thinking

Author/Presenter: 
Karen Brennan
Mitch Resnick
Year: 
2010
Short Description: 

In this poster, we describe the goals of our research, our proposed model for professional development, our framing of design-based approaches to learning, and our framing of computational thinking.

Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teacher

A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teachers.

Author/Presenter: 
Mary Hobbs
Amy Moreland
Year: 
2010
Short Description: 

A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teachers.

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