Collaborative Design as a Form of Professional Development
ISAIJLS Volume 43, Number 2, ISSN 0020-4277
Increasingly, teacher involvement in collaborative design of curriculum 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 design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investigation of teacher learning by design. The situative perspective articulated by Greeno et al. (1998) and third-generation activity theory as developed by Engeström (1987) constitute useful conceptual frameworks to describe and investigate teacher learning by collaborative design. In this contribution, three key features derived from these two theories, "situatedness," "agency" and the "cyclical nature of learning and change," are used to describe three cases of collaborative design in three different settings. Grounded on this theoretical basis and a synthesis of the three case descriptions, we propose an empirically and theoretically informed agenda for studying teacher learning by collaborative design.
Voogt, J., Laferrière, T., Breuleux, A., Itow, R.C., Hickey, D.T. & McKenney, S. (2015). Collaborative Design as a Form of Professional Development. Instructional Science: An International Journal of the Learning Sciences, 43(2), 259-282.
Cited ByView References & Citations Map
Miri Shonfeld, Kibbutzim College and MOFET, Israel; Einat Rozner & Tami Seifert, Kibbutzim College of Education, Israel; Antonio Calderon, University of Limerick, Ireland; Naim Nagimi, Arabic College Haifa, Israel
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 562–564
Inquiry-based integrative practical activities in China: A professional development arrangement for supporting teachers’ enactment
Qianwei Zhang, South China Normal University, China; Joke Voogt, University of Amsterdan/ Windesheim University of Applied Sciences, Netherlands; Jan van den Akker, Netherlands Institute for Curriculum Development, Netherlands
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2738–2745
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