| Popis: |
This chapter presents the results from interviews conducted with a sample of Australian, American and Greek teachers who have used Learning by Design for varying lengths of time ranging from a few months to several years. The Learning by Design objectives and principles, as well as Shulman’s (1987) pedagogical reasoning and action framework, were employed as interpretive structures. The interviews with seven teachers yielded practical perspectives and reflections on the extent to which and the ways in which their involvement with Learning by Design impacted their transformation of content knowledge, classroom practice, approach to lesson design, and student outcomes. |
