Games & Learning We are well aware that video games are ca using educators to take a second l ook... more Games & Learning We are well aware that video games are ca using educators to take a second l ook at t he e ducational value o f games, technology, and the social interactions involved (de Castell & Jenson, 2004; Gee, 2 003; Shaffer, Squire, Halverson, & Gee, 2005) but what does that learning look like, how does that l
In order for teacher education programs to act as significant scaffolds in supporting new teacher... more In order for teacher education programs to act as significant scaffolds in supporting new teachers to become informed, creative and innovative members of a highly complex and valuable profession, we need to re-‐‑imagine ways in which teacher education programs operate. We need to re-‐‑imagine how courses are conceptualized and connected, how learning is shared and how knowledge, not just “professional”, but embedded knowledge in authentic contexts of teaching and learning is understood, shaped and re-‐‑applied. Drawing on our collective case study of instructors’ lived experience of a locally developed program in secondary teacher education called Transformative University of Victoria (TRUVIC), we offer a relational approach to knowing as an alternative to more mechanistic explanations that limit teacher growth and development. To ground our interpretation, we draw on complexity as a theory of change and emergence that supports learning as distributed, relational, adaptive and emerging.
Games & Learning We are well aware that video games are ca using educators to take a second l ook... more Games & Learning We are well aware that video games are ca using educators to take a second l ook at t he e ducational value o f games, technology, and the social interactions involved (de Castell & Jenson, 2004; Gee, 2 003; Shaffer, Squire, Halverson, & Gee, 2005) but what does that learning look like, how does that l
In order for teacher education programs to act as significant scaffolds in supporting new teacher... more In order for teacher education programs to act as significant scaffolds in supporting new teachers to become informed, creative and innovative members of a highly complex and valuable profession, we need to re-‐‑imagine ways in which teacher education programs operate. We need to re-‐‑imagine how courses are conceptualized and connected, how learning is shared and how knowledge, not just “professional”, but embedded knowledge in authentic contexts of teaching and learning is understood, shaped and re-‐‑applied. Drawing on our collective case study of instructors’ lived experience of a locally developed program in secondary teacher education called Transformative University of Victoria (TRUVIC), we offer a relational approach to knowing as an alternative to more mechanistic explanations that limit teacher growth and development. To ground our interpretation, we draw on complexity as a theory of change and emergence that supports learning as distributed, relational, adaptive and emerging.
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how courses are conceptualized and connected, how learning is shared and how knowledge, not just “professional”, but embedded knowledge in authentic contexts of teaching and learning is understood, shaped and re-‐‑applied. Drawing on our collective case study of instructors’ lived experience of a locally developed program in secondary teacher education called Transformative University of Victoria (TRUVIC), we offer a relational approach to knowing as an alternative to
more mechanistic explanations that limit teacher growth and development. To ground our interpretation, we draw on complexity as a theory of change and emergence that supports learning as distributed, relational, adaptive and emerging.
how courses are conceptualized and connected, how learning is shared and how knowledge, not just “professional”, but embedded knowledge in authentic contexts of teaching and learning is understood, shaped and re-‐‑applied. Drawing on our collective case study of instructors’ lived experience of a locally developed program in secondary teacher education called Transformative University of Victoria (TRUVIC), we offer a relational approach to knowing as an alternative to
more mechanistic explanations that limit teacher growth and development. To ground our interpretation, we draw on complexity as a theory of change and emergence that supports learning as distributed, relational, adaptive and emerging.