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Teacher epistemic learning in the innovation diffusion
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Wu, L., & Hung, D. W. L. (2016). Teacher epistemic learning in the innovation diffusion. In C. K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.). Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 474-481). Singapore: International Society of the Learning Sciences.
In this paper, a teacher epistemic learning model for implementation is proposed with
the aim to prepare seeded teachers in reflection-for-action and to build their capacities in
designing and enacting the curriculum on their own virtue. Fundamentally, epistemic learning
is proposed because changing classroom practices is more than a surface or shallow change
phenomena, but requires teachers to fundamentally shift in perspective or way of seeing how
learning is to be practiced. We describe this epistemic learning model and explore its
effectiveness. Various types of data were collected, including surveys, interviews, field notes,
and teachers’ lesson design artifacts. It is found that the seeded teachers from the five schools,
regardless of their own teaching profiles and school contexts, have obtained high degrees of
buy-in of the innovation and developed their readiness towards implementation for the future
enactments. It is envisioned that such an epistemic learning model will inform the design for
teacher professional development, in the pursuit of innovation diffusion, serving a wider
community of the teaching practice.
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