Learning for Teaching in Disadvantaged Schools

本项目重点关注小学教师从共同探究干预中学到改善课堂实践的内容和方法。有效诊断学生的学习困难并在此基础上设计教育干预措施是优质教学的核心组成部分。然而，许多教师还没有获得承担这种学习诊断和设计工作的知识和技能。该项目计划通过协作分析昆士兰城市和地区弱势公立学校的专业学习对话和课堂实践，让从业者参与共同探究。它旨在检验共同探究模式的可持续性，以改善学生的学习。

This project focuses on what and how primary school teachers learn about improving classroom practices from co-inquiry interventions. The effective diagnosis of student learning difficulties and the design of educational interventions based on such diagnosis is a core component of quality teaching. Yet many teachers have not acquired the knowledge and skills to undertake such learning diagnostic and design work. The project plans to engage practitioners in co-inquiry through collaborative analysis of professional learning conversations and classroom practices across disadvantaged public schools in urban and regional locations across Queensland. It aims to examine the sustainability of co-inquiry models to improve student learning.