Learning by Design emerges from the constructionist theory that emphasizes the value of learning through creating, programming, or participating in other forms of designing. The design process creates a rich context for learning. Learning by Design values both the process of learning and its outcomes or products.
Published in Chapter:
An Exploration of Learner-Centered Professional Development for Reluctant Math Teachers
Ardyth Foster (Armstrong State University, USA), Joshua Lambert (Armstrong State University, USA), and Jackie HeeYoung Kim (Armstrong State University, USA)
Copyright: © 2017
|Pages: 25
DOI: 10.4018/978-1-5225-0892-2.ch010
Abstract
In recent studies, researchers found that, while 90 percent of teachers reported participating in professional development, most of those teachers reported that it was not effective for improving their practice (Darling-Hammond et al., 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001; Desimone, Porter, Garet, Yoon, & Birman, 2002; Corcoran & Foley, 2003). These findings indicate that the real issue is not that teachers are not provided with professional development, but that the typical modes of professional development are ineffective at changing teacher practices and/or student learning. Therefore, there is a need to explore new ways of conducting effective professional development for teachers. This study investigates a learner-centered model of professional development, which is designed to maximize the impact of teacher training on student learning.