Organizing for Teacher Agency in Curricular Co-Design

Autor/inn/en	Severance, Samuel; Penuel, William R.; Sumner, Tamara; Leary, Heather
Titel	Organizing for Teacher Agency in Curricular Co-Design
Quelle	In: Journal of the Learning Sciences, 25 (2016) 4, S.531-564 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2016.1207541
Schlagwörter	Science Education; Science Instruction; Science Curriculum; Instructional Materials; Educational Change; Research and Development; Theory Practice Relationship; Partnerships in Education; Science Teachers; Secondary School Science; Secondary School Teachers; Public Schools; Ethnography; Theories; Cultural Context; Research Design; Curriculum Design; Colorado (Denver) + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsreform; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Hochschulpartnerschaft; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Ethnografie; Theory; Theorie; Forschungsdesign; Lehrplangestaltung
Abstract	Cultural-historical activity theory (CHAT) approaches to intervention aim for transformative agency, that is, collective actions that expand and bring about new possibilities for activity. In this article, we draw on CHAT as a resource for organizing design research that promotes teachers' agency in designing new science curriculum materials. We describe how CHAT informed our efforts to structure a collaborative design space in which teachers and other participants sought to develop new curriculum materials intended to help realize a new vision for science education. Specifically, we describe the tools and routines we deployed to support the design process, and we analyze the ways in which teachers took up elements of our design process as well as how they adapted, resisted, and suggested alternative tools and strategies to help develop new curriculum materials. In so doing, we illustrate ways in which CHAT can serve as a guide both for organizing collaborative design processes and for analyzing their efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01