Collaborative design as a form of professional development: in the context of curriculum reform

Joke Voogt; Therese Laferrière; Alain Breuleux; Rebecca Itow; Daniel Hickey; Susan McKenney

Collaborative design as a form of professional development: in the context of curriculum reform

Joke Voogt, Therese Laferrière, Alain Breuleux, Rebecca Itow, Daniel Hickey, Susan McKenney

Research output: Contribution to conference › Poster › Academic

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Abstract

Increasingly, teacher involvement in curriculum collaborative (re-)design is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative (re-)design of curriculum materials can be beneficial, only few studies involving such efforts exist. Such studies regard effects on teacher attitudes, the quality of the designed artifacts, and/or implementation of the curriculum innovation at hand. However, they lack a theoretical framing for robust studies on teacher learning by design. Building on existing work, this paper presents a framework for exploring teacher learning through engagement in collaborative design teams. Thereafter, three cases are briefly discussed, each portrayed through the same framework. Reflections on the findings as well as suggestions for supporting teacher professional development through engagement in collaborative design activities are given.

Original language	English
Number of pages	1
Publication status	Published - 19 Apr 2015
Event	2015 Annual Meeting of the American Educational Research Association: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis - Chicago, United States Duration: 16 Apr 2015 → 20 Apr 2015 http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2015-Annual-Meeting

Conference

Conference	2015 Annual Meeting of the American Educational Research Association
Country/Territory	United States
City	Chicago
Period	16/04/15 → 20/04/15
Internet address	http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2015-Annual-Meeting

Keywords

teacher designers
collaborative design

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15Aera-VoogtEtAl-PosterAccepted author manuscript, 735 KBLicence: CC BY-SA

1 Article

Collaborative design as a form of professional development
Voogt, J., Laferrière, T., Breuleux, A., Itow, R., Hickey, D. & McKenney, S., Mar 2015, In: Instructional Science. 43, 2, p. 259-282 24 p.
Research output: Contribution to journal › Article › Academic › peer-review

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title = "Collaborative design as a form of professional development: in the context of curriculum reform",

abstract = "Increasingly, teacher involvement in curriculum collaborative (re-)design is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative (re-)design of curriculum materials can be beneficial, only few studies involving such efforts exist. Such studies regard effects on teacher attitudes, the quality of the designed artifacts, and/or implementation of the curriculum innovation at hand. However, they lack a theoretical framing for robust studies on teacher learning by design. Building on existing work, this paper presents a framework for exploring teacher learning through engagement in collaborative design teams. Thereafter, three cases are briefly discussed, each portrayed through the same framework. Reflections on the findings as well as suggestions for supporting teacher professional development through engagement in collaborative design activities are given.",

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AU - Laferrière, Therese

AU - Breuleux, Alain

AU - Itow, Rebecca

AU - Hickey, Daniel

AU - McKenney, Susan

N1 - Participated in interactive the poster session "Teachers as Designers of Technology-Enhanced Learning"

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AB - Increasingly, teacher involvement in curriculum collaborative (re-)design is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative (re-)design of curriculum materials can be beneficial, only few studies involving such efforts exist. Such studies regard effects on teacher attitudes, the quality of the designed artifacts, and/or implementation of the curriculum innovation at hand. However, they lack a theoretical framing for robust studies on teacher learning by design. Building on existing work, this paper presents a framework for exploring teacher learning through engagement in collaborative design teams. Thereafter, three cases are briefly discussed, each portrayed through the same framework. Reflections on the findings as well as suggestions for supporting teacher professional development through engagement in collaborative design activities are given.

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M3 - Poster

Y2 - 16 April 2015 through 20 April 2015

ER -

Collaborative design as a form of professional development: in the context of curriculum reform

Abstract

Conference

Keywords

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Collaborative design as a form of professional development

Cite this