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- W4385486593 abstract "Recent history has seen a range of rich innovations in practice-based professional development models centered around Professional Learning Tasks (PLTs) that can be designed to prompt teachers to consider the challenging aspects of instructional situations and consider solutions to pedagogical dilemmas and explore pedagogical possibilities. In this chapter, we build on Ed Silver’s idea of how PLTs can “bridge” teachers’ lived experiences in their classrooms and their professional learning experiences. We focus on Learning Labs, a model of practice-based professional development that contextualizes PLTs as nested both in practice and collaborative professional development rather than the bridge between them. We elaborate the affordances of situating PLTs inside joint enactments of practice where teachers engage as a collective in knowing and doing the work of teaching while students are present, hence bringing their professional learning closer to actual practice." @default.
- W4385486593 created "2023-08-03" @default.
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- W4385486593 date "2023-01-01" @default.
- W4385486593 modified "2023-09-23" @default.
- W4385486593 title "Professional Learning Tasks Through Job-Embedded Teacher Professional Development" @default.
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- W4385486593 doi "https://doi.org/10.1007/978-3-031-35459-5_2" @default.
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