Rethinking Professional Experience Through a Learning Community Model: Toward a Culture Change

Broadley, Tania; Martin, Romana; Curtis, Elizabeth

doi:10.3389/feduc.2019.00022

Cited by 5 publications

(3 citation statements)

References 47 publications

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“…The flexibility of the Ignite model when it comes to training new educators suggests that it could address issues of scaling curriculum to communities facing a disparity in the quality of coursework available to them (Bishop et al, 2010). Further, community centered learning models such as Ignite have been shown to improve teacher performance and are seen as an important factor even within formal modes of teacher education (Broadly et al, 2019). This suggests the Ignite model might also be useful to incorporate as a case study within university educational departments.…”

Section: Discussionmentioning

confidence: 99%

Design Thinking-Based STEM Learning: Preliminary Results on Achieving Scale and Sustainability Through the IGNITE Model

et al. 2020

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Solutions to the most pressing global issues require creative innovators, critical thinkers, and problem-solvers. Yet rural communities globally often lack the resources to provide adequate STEM design-thinking coursework at the primary and secondary school level. Ignite is a novel approach to STEM curricula, providing a framework that addresses this disparity by using design thinking. Students are empowered to understand the sustainable development goals (SDGs) through the development of technological solutions to community or health problems; problems they may relate to or directly experience. Each Ignite curriculum follows a basic formula: (1) students learn a specific set of engineering skills, (2) students work in teams to use the human-centered design process, and (3) they develop a solution to a (SDG) using the engineering skills they learned. Ignite began with just four undergraduate students who participated in a design-thinking biomedical engineering course taught at Duke University. Through evidence-based peer-led co-learning model, 79 additional students from Guatemala and the U.S. have become trainers and have taught more than 1,500 students across 16 schools in Guatemala since 2017 with preliminary data suggesting the program has a positive impact on student perceptions of STEM in the inaugural school where Ignite was launched, Instituto Indigena Nuestra Senora del Socorro (IINSS). Preliminary data suggests that this program is both scalable and sustainable due to its peer-led, student learning model and due to a local partner, FUNDEGUA, who is managing the implementation of Ignite locally in Guatemala.

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Section: Discussionmentioning

confidence: 99%

Design Thinking-Based STEM Learning: Preliminary Results on Achieving Scale and Sustainability Through the IGNITE Model

et al. 2020

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“…Jackson och Burch (2016) föreslår att universitet och skola ska arbeta tillsammans i ett tredje rum för att finna modeller för partnerskap som kan motverka hierarkiska relationer mellan akademiskt kunnande och praktiknära kunnande i traditionella modeller. Broadley et al (2019) betonar att lärmiljöer i ett tredje rum bidrar till lärarstuderandes resiliens och ansvarstagande för sitt eget lärande samt delgivning av deras eget kunnande. I ett effektivt partnerskap i ett tredje rum finns ömsesidig förståelse (Jacobs et al, 2020).…”

Section: Teorin Om Det Tredje Rummetunclassified

”Lärarstuderande kommer in med nytt” – om samarbete mellan småbarnspedagogik och universitet

Buss

2023

nbf

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Syftet med denna artikel är att öka förståelsen kring samarbete mellan småbarnspedagogiken (eng.: early childhood education and care) och till exempel kommunen och universitetet i ett tredje rum. Frågeställningen utgår från hur ledare inom småbarnspedagogik beskriver samarbetet kring lärarstuderandes praktik vid universitetet. I fokus är lärarstuderandes praktik som avläggs genom olika modeller av samarbete vid daghem. Ett induktivt förhållningssätt genomsyrar studien. Studiens data består av 21 semistrukturerade intervjuer med ledare inom småbarnspedagogik. Intervjuerna har analyserats med hjälp av tematisk analys och fenomenet har sedan kopplats ihop med teorin om det tredje rummet (eng.: third space). Teorin lyfter fram att ny kunskap uppstår då lärarstuderande välkomnas in i verksamheten under sin praktik. Resultatet visar på två huvudteman: samarbete med universitet samt lärarstuderandes ingång i verksamheten. Ledarna vill ansluta sina daghem till universitetets nätverk för praktik och ser samarbete som metoder och stärka enheterna rent pedagogiskt. Ett genuint samarbete i det tredje rummet kräver att alla möts på lika grunder. I detta samarbete har universitetet en central roll genom att skapa mötesplatser för att synliggöra och förstärka samarbetet. ENGLISH ABSTRACT “ Teacher students come in with something new” – about collaboration between early childhood education and the university The purpose of this article is to increase understanding regarding cooperation between early childhood education and care (ECEC) and the university within the third space. The question is based on how leaders in ECEC describe the collaboration regarding student teacher practicum with the university. The focus is on student teachers’ practicum, which is completed through different models of collaboration at ECEC centres. The study’s data consists of 21 semi-structured interviews with leaders in ECEC. The interviews have been analysed through thematic analysis and the phenomenon has then related to the theory of the third space. The theory highlights that new knowledge arises when student teachers are welcomed into the ECEC centres during their practicum. The results show two main themes: cooperation with universities and student teachers’ entry into ECEC centres. The leaders want to connect their ECEC centres to the university’s network for practicum and see collaboration as valuable for an exchange of knowledge. Through student teachers, opportunities are offered to bring in new pedagogical methods and strengthen the units pedagogically. In a collaboration within the third space, universities have a central role to create meeting places.

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“…Learning outcomes in the learning community model are obtained from collaboration or sharing with other parties. Learning community factors were: reflective practice and teaching strategies, collaborative partnerships, changing perspectives on learning and teaching, motivation and initiative, the discipline area and lesson topics [30]. The steps in implementing Learning Community Learning [31] are as follows: 1) Formation of small groups of 2-3 heterogeneous students; 2) Presentation of material; 3) Giving tasks to each group to be discussed and worked on by group members; 4) Granting valuation; 5) Reflection and planning of the material; 6) Allow time for questions and answers.…”

Section: Introductionmentioning

confidence: 99%

Increased Motivation To Learn By Using Learning Model Learning Community Students Mathematics Education

Sumargiyani

Habibi

Nafi'ah

2020

j. of. disruptive. learning. innovation.

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This Research aims to increase the motivation of students in differential calculus learning using the Learning Community model in the class B Mathematics Education Program of Ahmad Dahlan University academic year 2018/2019, totaling 28 students. This type of research is a class action study consisting of planning, action, observation, and reflection phases. The instrument used in this study is an observation sheet. The results showed that the student's learning motivation increased as demonstrated by the increased motivation of learning students from Cycle 1 which was 76.5 percent in the high category, while in Cycle 2 increased to 81.5 percent in the class very High. It can be concluded that using learning Model Learning Community can improve the cultivation of teaching differential calculus of class B students UAD mathematics education.

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Rethinking Professional Experience Through a Learning Community Model: Toward a Culture Change

Cited by 5 publications

References 47 publications

Design Thinking-Based STEM Learning: Preliminary Results on Achieving Scale and Sustainability Through the IGNITE Model

Design Thinking-Based STEM Learning: Preliminary Results on Achieving Scale and Sustainability Through the IGNITE Model

”Lärarstuderande kommer in med nytt” – om samarbete mellan småbarnspedagogik och universitet

Increased Motivation To Learn By Using Learning Model Learning Community Students Mathematics Education

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