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Añadir al carritoHardcover. Condición: Brand New. 164 pages. 10.00x7.00x10.24 inches. In Stock.
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Idioma: Inglés
Publicado por Taylor & Francis Ltd, London, 2025
ISBN 10: 1041123566 ISBN 13: 9781041123569
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Añadir al carritoHardcover. Condición: new. Hardcover. Collaborative design in which both teachers and researchers participate can be a powerful context for capacity- and knowledge-building. However, typically the focus is on what and how teachers learn in co-design efforts. As important is how researchers learn through co-design with teachers. Co-design is an expansive learning context because it juxtaposes goals, purposes, and outcomes of multiple participants and communities. Emergent tensions expand opportunities for learning of all participants and communities. The chapters in this volume exemplify a range of co-design contexts and thereby illuminate different expansive learning contexts for teachers and researchers. This book was originally published as a special issue of Cognition and Instruction. Collaborative design in which both teachers and researchers participate can be a powerful context for capacity- and knowledge-building. However, typically the focus is on teacher learning in co-design efforts. The chapters study a range of co-design contexts and illuminate different learning contexts for teachers and researchers. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Idioma: Inglés
Publicado por Taylor & Francis Ltd, London, 2025
ISBN 10: 1041123566 ISBN 13: 9781041123569
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Añadir al carritoHardcover. Condición: new. Hardcover. Collaborative design in which both teachers and researchers participate can be a powerful context for capacity- and knowledge-building. However, typically the focus is on what and how teachers learn in co-design efforts. As important is how researchers learn through co-design with teachers. Co-design is an expansive learning context because it juxtaposes goals, purposes, and outcomes of multiple participants and communities. Emergent tensions expand opportunities for learning of all participants and communities. The chapters in this volume exemplify a range of co-design contexts and thereby illuminate different expansive learning contexts for teachers and researchers. This book was originally published as a special issue of Cognition and Instruction. Collaborative design in which both teachers and researchers participate can be a powerful context for capacity- and knowledge-building. However, typically the focus is on teacher learning in co-design efforts. The chapters study a range of co-design contexts and illuminate different learning contexts for teachers and researchers. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
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Añadir al carritoBuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Collaborative design in which both teachers and researchers participate can be a powerful context for capacity- and knowledge-building. However, typically the focus is on teacher learning in co-design efforts. The chapters study a range of co-design contexts and illuminate different learning contexts for teachers and researchers.
Idioma: Inglés
Publicado por Taylor & Francis Ltd, London, 2025
ISBN 10: 1041123566 ISBN 13: 9781041123569
Librería: AussieBookSeller, Truganina, VIC, Australia
EUR 316,82
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Añadir al carritoHardcover. Condición: new. Hardcover. Collaborative design in which both teachers and researchers participate can be a powerful context for capacity- and knowledge-building. However, typically the focus is on what and how teachers learn in co-design efforts. As important is how researchers learn through co-design with teachers. Co-design is an expansive learning context because it juxtaposes goals, purposes, and outcomes of multiple participants and communities. Emergent tensions expand opportunities for learning of all participants and communities. The chapters in this volume exemplify a range of co-design contexts and thereby illuminate different expansive learning contexts for teachers and researchers. This book was originally published as a special issue of Cognition and Instruction. Collaborative design in which both teachers and researchers participate can be a powerful context for capacity- and knowledge-building. However, typically the focus is on teacher learning in co-design efforts. The chapters study a range of co-design contexts and illuminate different learning contexts for teachers and researchers. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.