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Principle 5 defines analysis of practice as a core active learning activity for teachers.
Design: Postal questionnaire for primary care attenders and analysis of practice leaflets.
Shared science content and curriculum: Content-specific and curriculum-specific analysis of practice provides shared experiences that allow for deeper analysis of practice and development of common understandings of the content and the teaching strategies.
PD leadership: PD leadership/facilitation plays a critical role in deepening teacher learning from analysis of practice.
But video-based analysis of practice is intense, requiring significant human and other resources to support its success.
Analytically, the actual realization of each of these visions of outcome could be investigated further through assessments of market viability or analysis of practice.
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Science content learning experiences: Teachers' science content learning is closely linked to analysis-of-practice work.
Video-based analysis-of-practice guided by an explicit analysis process (principles 5, 11).
Science content learning experiences that are intertwined with and grow out of analysis-of-practice work (principle 6).
What do the STeLLA design principles contribute to the existing knowledge base about effective video-based, analysis-of-practice PD?
In the STeLLA design, leadership of analysis-of-practice work plays a critical role in deepening teacher learning.
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Justyna Jupowicz-Kozak
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