Teacher learning in collaborative curriculum design

Joke Voogt, Hanna Westbroek, Adam Handelzalts, Amber Walraven, Susan McKenney, Jules Pieters, Bregje De Vries

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    Abstract

    The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies about teachers' collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design foster. It was concluded that the Interconnected Model of Professional Growth, although initially developed to recognize learning processes in individual teachers, can also be used to identify learning processes that are fostered by collaborative curriculum design in teams of teachers.
    Original languageEnglish
    Pages (from-to)1235-1244
    Number of pages10
    JournalTeaching and Teacher Education
    Volume27
    Issue number8
    Early online date23 Aug 2011
    DOIs
    Publication statusPublished - Nov 2011

    Keywords

    • teachers
    • design

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