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Download full textFriesen, Sharon; Brown, Barbara – Canadian Journal of Learning and Technology, 2021
The purpose of this paper is to highlight the work of one tripartite partnership with stakeholders to improve and strengthen novice teachers' pedagogical designs using design based professional learning guided by the principles of knowledge building/knowledge creation. The tripartite partnership involved 450 novice teachers from an urban school…
Descriptors: Partnerships in Education, Beginning Teachers, Instructional Design, Faculty Development
Brown, Barbara; Friesen, Sharon; Beck, Jaime; Roberts, Verena – Education Sciences, 2020
The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Instructional Design, Professional Development
Brown, Barbara; Eaton, Sarah Elaine; Dressler, Roswita; Jacobsen, Michele – Online Submission, 2015
In this paper, action research is explored as a process for professional learning and collaboration among post secondary teachers. Qualitative data from reflective journals maintained by instructors who taught multiple sections of a masters research course over a two-year period informed the exploration of responsive pedagogy. Action research is…
Descriptors: Teacher Collaboration, Action Research, College Faculty, Qualitative Research
