Teaching for Understanding in Earth Science: Comparing Impacts on Planning and Instruction in Three Professional Development Designs for Middle School Science Teachers

Penuel, William R.; McWilliams, Harold; McAuliffe, Carla; Benbow, Ann E.; Mably, Colin; Hayden, Margaret M.

doi:10.1007/s10972-008-9120-9

Cited by 39 publications

(21 citation statements)

References 42 publications

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“…Effects of teachers' collaborative design on curriculum change have been reported by several scholars (Coburn et al, 2012;Penuel, McWilliams, et al, 2009;Penuel, Sun, Frank, & Gallagher, 2012). These effects pertained to curriculum design approaches, curriculum products, and sustainable and transferable teaching practices.…”

Section: Teacher Learning In Curriculum Design Teams: Effectsmentioning

confidence: 99%

Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

Voogt

Pieters

Handelzalts

2016

Educational Research and Evaluation

128

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Teacher collaboration in curriculum design teamsVoogt, J.M.; Pieters, J.M.; Handelzalts, A. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. Evidence from 14 PhD studies was collected to study their impact on teacher learning and curriculum change, by analysing effects, mechanisms, and conditions. Results showed that effects of curriculum design teams, in terms of learning outcomes for teachers in areas such as (pedagogical) content knowledge and design knowledge and skills, became manifest in the outcomes of the curriculum design process, and in the appreciation by the stakeholders. We concluded that professional development, through collaborative design in teams, which is specific and linked to the curriculum, influences teachers' knowledge and practice and impacts implementation of curriculum change.

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Section: Teacher Learning In Curriculum Design Teams: Effectsmentioning

confidence: 99%

Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

Voogt

Pieters

Handelzalts

2016

Educational Research and Evaluation

128

View full text Add to dashboard Cite

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“…Several studies investigated how different designer roles contribute to a sense of ownership and impact the planning and implementation of the designed artefact in education practice (Penuel et al 2009;Cviko et al 2014). Penuel et al (2009) demonstrated that teachers in a co-designer or re-designer role adopted instructional planning practices as a result of the role assigned to them also after the professional development program had finished. Cviko et al (2014) found that teachers embraced re-and co-designer roles, which resulted in better enactment of the designed artefact in instructional practice.…”

Section: Agencymentioning

confidence: 99%

“…The results of the studies of Penuel et al (2009) and Cviko et al (2014), suggest that teachers developed instructional planning competencies through design and enactment of curriculum innovations. Additional research is needed to better understand the mutual relationship of design and enactment for learning.…”

Section: Cyclical Nature Of Learning and Changementioning

confidence: 99%

Collaborative design as a form of professional development

et al. 2015

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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 123Instr Sci (2015) 43:259-282 DOI 10.1007 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.

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“…Davis & Krajcik, 2005;Schneider, Krajcik, & Blumenfeld, 2005;Van den Akker, 1998). In another approach, teachers were actively involved in the change process through participation in the development or redevelopment of curriculum materials (George & Lubben, 2002;W. Penuel, et al, 2008;Tal, Dori, Keiny, & Zoller, 2001).…”

Section: Introductionmentioning

confidence: 99%

Teachers' professional growth during the development and class enactment of context-based chemistry student learning material

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Teaching for Understanding in Earth Science: Comparing Impacts on Planning and Instruction in Three Professional Development Designs for Middle School Science Teachers

Cited by 39 publications

References 42 publications

Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

Collaborative design as a form of professional development

Teachers' professional growth during the development and class enactment of context-based chemistry student learning material

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