Developing a Teachers’ Pedagogical Empowerment Model of Design-based Learning for Innovative Teaching
In this innovation era, how teachers learn innovate teaching professionally is an important but neglected issue. Due to the complexity and fluidity of knowledge, the role of teachers is expected to shift from instructional experts to learning professions. Developing a professional learning model that empowers teachers to build collaborative relationship, reframe pedagogical beliefs, and implement innovative teaching through continual and constructive feedbacks is essential. Based on the teacher learning theory, the purpose of this action research project is to explore a teaching empowerment team’s design of a professional learning model for elementary school teachers who learned Design-based Learning (DBL) (Nelson, 2004). DBL, one kind of project-based and inquiry-based learning, challenges students to design products that reflect themes, concepts and curriculum standards in an interactive process with creative, logical, and critical thinking.
Published in: World Congress on Education (WCE-2018)
- Date of Conference: 15-18 July 2018
- DOI: 10.2053/WCE.2018.0054
- ISBN: 978-1-908320-91-9
- Conference Location: Dublin, Ireland