Learning Scientists’ Perceptions of Their Impact on Teacher Education Programs

Robb Lindgren; Andrew Manches; Paul Flynn; Keisha Varma

doi:10.22318/icls2023.629275

Learning Scientists’ Perceptions of Their Impact on Teacher Education Programs

Robb Lindgren, Andrew Manches, Paul Flynn, Keisha Varma

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

Informing teacher education programs and impacting teaching practices has long been a stated goal of learning sciences research. As a first step in understanding the reality of this impact, we conducted a survey of individuals who identify as learning scientists from 39 different higher education institutions distributed internationally. Survey questions asked these learning scientists to describe both current engagement with teacher education programs at their institution and aspirations for future engagement. Results indicate that learning scientists see their current overall impact on teacher education as low-to-moderate, but they also perceive a high potential for stronger impact in the future. Barriers to successful engagement and specific ideas for how to build bridges with teacher education programs are detailed.

Original language	English (US)
Title of host publication	Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023
Editors	Paulo Blikstein, Jan Van Aalst, Rita Kizito, Karen Brennan
Place of Publication	Montreal
Publisher	International Society of the Learning Sciences (ISLS)
Pages	1545-1548
ISBN (Print)	9781737330677
DOIs	https://doi.org/10.22318/icls2023.629275
State	Published - 2023
Event	2023 International Society of the Learning Sciences Annual Meeting - Montreal, Canada Duration: Jun 10 2023 → Jun 15 2023

Conference

Conference	2023 International Society of the Learning Sciences Annual Meeting
Abbreviated title	ISLS Annual Meeting 2023
Country/Territory	Canada
City	Montreal
Period	6/10/23 → 6/15/23

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10.22318/icls2023.629275

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Lindgren, R., Manches, A., Flynn, P., & Varma, K. (2023). Learning Scientists’ Perceptions of Their Impact on Teacher Education Programs. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1545-1548). International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2023.629275

Learning Scientists’ Perceptions of Their Impact on Teacher Education Programs. / Lindgren, Robb; Manches, Andrew; Flynn, Paul et al.
Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. ed. / Paulo Blikstein; Jan Van Aalst; Rita Kizito; Karen Brennan. Montreal: International Society of the Learning Sciences (ISLS), 2023. p. 1545-1548.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Lindgren, R, Manches, A, Flynn, P & Varma, K 2023, Learning Scientists’ Perceptions of Their Impact on Teacher Education Programs. in P Blikstein, J Van Aalst, R Kizito & K Brennan (eds), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. International Society of the Learning Sciences (ISLS), Montreal, pp. 1545-1548, 2023 International Society of the Learning Sciences Annual Meeting, Montreal, Canada, 6/10/23. https://doi.org/10.22318/icls2023.629275

Lindgren R, Manches A, Flynn P, Varma K. Learning Scientists’ Perceptions of Their Impact on Teacher Education Programs. In Blikstein P, Van Aalst J, Kizito R, Brennan K, editors, Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. Montreal: International Society of the Learning Sciences (ISLS). 2023. p. 1545-1548 doi: 10.22318/icls2023.629275

Lindgren, Robb ; Manches, Andrew ; Flynn, Paul et al. / Learning Scientists’ Perceptions of Their Impact on Teacher Education Programs. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. editor / Paulo Blikstein ; Jan Van Aalst ; Rita Kizito ; Karen Brennan. Montreal : International Society of the Learning Sciences (ISLS), 2023. pp. 1545-1548

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abstract = "Informing teacher education programs and impacting teaching practices has long been a stated goal of learning sciences research. As a first step in understanding the reality of this impact, we conducted a survey of individuals who identify as learning scientists from 39 different higher education institutions distributed internationally. Survey questions asked these learning scientists to describe both current engagement with teacher education programs at their institution and aspirations for future engagement. Results indicate that learning scientists see their current overall impact on teacher education as low-to-moderate, but they also perceive a high potential for stronger impact in the future. Barriers to successful engagement and specific ideas for how to build bridges with teacher education programs are detailed.",

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N2 - Informing teacher education programs and impacting teaching practices has long been a stated goal of learning sciences research. As a first step in understanding the reality of this impact, we conducted a survey of individuals who identify as learning scientists from 39 different higher education institutions distributed internationally. Survey questions asked these learning scientists to describe both current engagement with teacher education programs at their institution and aspirations for future engagement. Results indicate that learning scientists see their current overall impact on teacher education as low-to-moderate, but they also perceive a high potential for stronger impact in the future. Barriers to successful engagement and specific ideas for how to build bridges with teacher education programs are detailed.

AB - Informing teacher education programs and impacting teaching practices has long been a stated goal of learning sciences research. As a first step in understanding the reality of this impact, we conducted a survey of individuals who identify as learning scientists from 39 different higher education institutions distributed internationally. Survey questions asked these learning scientists to describe both current engagement with teacher education programs at their institution and aspirations for future engagement. Results indicate that learning scientists see their current overall impact on teacher education as low-to-moderate, but they also perceive a high potential for stronger impact in the future. Barriers to successful engagement and specific ideas for how to build bridges with teacher education programs are detailed.

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ER -

Learning Scientists’ Perceptions of Their Impact on Teacher Education Programs

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