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| Autore principale: | |
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| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Universidad de Zaragoza
2017
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| Soggetti: | |
| Accesso online: | https://www.redalyc.org/articulo.oa?id=217052050002 |
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Sommario:
- Professional learning through a focus on task design: responding to historical scholarship and students' interests Jason Todd David Hibbert Educación Planning Knowledge Student interests Teacher Development This article reports on a small-‐scale collaborative research project that investigated the role played by scholarship and student interests in teachers’ planning and professional learning. It involved three history teachers in different schools working either with each other and the researcher to plan tasks in the classroom, the project took place over the course of one year. A key conclusion is the need for dialogic spaces to allow teachers to explore and integrate ideas based on knowledge of their students, with knowledge from historical scholarship. 2017 artículo científico 1575-0965 https://www.redalyc.org/articulo.oa?id=217052050002 en http://www.redalyc.org/revista.oa?id=2170 Revista Electrónica Interuniversitaria de Formación del Profesorado application/pdf Universidad de Zaragoza Revista Electrónica Interuniversitaria de Formación del Profesorado (España) Num.3 Vol.20