One of the challenges facing an evidence-based teacher or school leader is the need to keep two potentially conflicting ideas in some form of constructive tension. First, teaching involves increasingly complex work that is highly cognitive and intellectual, where evidence provides a source for improving student learning through enhanced teacher learning about effects of their teaching; strengths and needs of their students; and alternative strategies that have externally validated record of success. On the other hand, teachers’ understandings of their problems run deeper than those offered…
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