Collaborative Design as a Form of Professional Development

Autor/inn/en	Voogt, Joke; Laferrière, Therese; Breuleux, Alain; Itow, Rebecca C.; Hickey, Daniel T.; McKenney, Susan
Titel	Collaborative Design as a Form of Professional Development
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 43 (2015) 2, S.259-282 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-014-9340-7
Schlagwörter	Instructional Design; Cooperative Planning; Curriculum Design; Faculty Development; Case Studies; Teacher Collaboration; Teacher Improvement; Teacher Participation; Curriculum Development; Context Effect; Foreign Countries; Workshops; Teacher Competencies; Rural Areas; Online Courses; College School Cooperation; Africa; Canada; Ethiopia; Ghana; Tanzania + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrplangestaltung; Case study; Fallstudie; Case Study; Lehrerkooperation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Lernwerkstatt; Schulung; Lehrkunst; Rural area; Ländlicher Raum; Online course; Online-Kurs; Afrika; Kanada; Äthiopien; Tansania
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01