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PI Comparing pedagogies and effectiveness of live online and face to face teacher development
PI for an 18-month study evaluating the pedagogies and relative effectiveness for teacher learning of the AMTEC provision described above, in its face to face and live webinar modes. Such provision allows a rare opportunity to compare provision by the same presenters, with broadly the same materials. Much of the literature focused on online learning addresses issues and affordances for asynchronous learning, rather than the (largely) synchronous learning used by AMTEC. The study is funded by the Further Mathematics Support Programme. Questions to be addressed include • What can we learn about effective pedagogies for online webinars (especially in relation to teachers learning to teach mechanics and early calculus)? • How do the live online and face to face provisions compare in effectiveness for this sort of teacher learning (especially in relation to mechanics and early calculus sessions)? (How does effectiveness for learning subject content knowledge and learning subject pedagogic knowledge compare?) What are the salient characteristics of the targeted learning that affect these answers? Co-researcher Dr Nicola Bretscher
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