Professionalizing Teachers through a Co-Design Learning Framework

Autor/inn/en	Potvin, Ashley Seidel; Boardman, Alison G.; Scornavacco, Karla
Titel	Professionalizing Teachers through a Co-Design Learning Framework
Quelle	In: Teacher Development, 27 (2023) 5, S.630-646 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Potvin, Ashley Seidel) ORCID (Boardman, Alison G.) ORCID (Scornavacco, Karla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2023.2225485
Schlagwörter	Professionalism; Educational Change; Faculty Development; Student Projects; Active Learning; High School Teachers; Professional Autonomy; Instructional Design; Teacher Participation; Participative Decision Making; Trust (Psychology); Guidelines; Educational Planning + Suchen Sie Ihr Suchwort? Professionalität; Bildungsreform; Schulprojekt; Aktives Lernen; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Berufsfreiheit; Lesson concept; Lessonplan; Unterrichtsentwurf; Richtlinien; Bildungsplanung
Abstract	Teachers are rarely included as partners in school reforms or in planning teacher supports to enact new initiatives. The authors explored co-design as a professional learning (PL) framework to support localized enactment of a high school language arts project-based learning (PBL) course. They examined aspects that facilitated or limited progress toward PBL goals within the co-design PL. Results suggest that productive PL requires teachers to be positioned as key members from the onset who feel they have agency in adapting and enacting curriculum. When teachers are not part of the decision-making, it is difficult to agree on the focus and invest in the shared work. Co-design facilitated the professionalization of teachers when teachers had agency, partners developed trust through vulnerability, and partners experienced small successes together. The authors share the Partnership Planning Tool that can be used to identify the complex interplay between partners to support positive change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01