Three Cases of Teachers’ Collaborative Design: Perspectives From Those Involved

Abstract

We present the perspectives of teachers and others involved in the collaborative design of teaching and learning artifacts across three cases: (a) an independent group participating in lesson study; (b) teachers participating in professional development programs; and (c) a district initiative for producing numeracy tasks. Among the results we found that (a) the role of the facilitator was crucial, (b) different forms of support were present, and (c) the impact extended beyond the involved participants. These cases represent an option for both the design of curricular material for classrooms and a curriculum for teachers' continuous professional development.Résumé: Nous présentons les points de vue d'enseignants et d'autres intervenants qui ont participéà la conception de matériel pédagogique dans trois contextes différents : un groupe indépendant participant a la mise au point de leçons, des enseignants participantà des programmes de développement professionnel et, enfin, une initiative régionale de production de tâches visantà améliorer les capacités au calcul. Nos résultats ont montré entre autres que : le rôle du facilitateur aété crucial, qu'il y a eu plusieurs formes de soutien et que leur impact allait bien au delà des participants. Ces trois cas représentent une possibilité aussi bien pour la conception de matériel pédagogiqueà utiliser en classe que pour un curriculum de perfectionnement professionnel et de formation continue destiné aux enseignants.

Subject-based lesson study supporting Merdeka Curriculum enactment: Findings from Malang City science teachers

“…Designing through an online platform provides flexibility for lesson study, but the challenge is that not all teachers contribute actively (Weaver et al, 2021). Teachers design the lesson by themselves, and asking for suggestions informally from colleagues at school can be done to streamline planning activities , but the role of the facilitator remains crucial in emphasizing essential learning principles in teacher designs (Preciado-Babb & Liljedahl, 2012).…”

“…Allowing teachers to design their own learning according to the principle of independent learning increases teacher creativity (Suttrisno & Yulia, 2022). The designed lesson plans can be discussed with colleagues and facilitators to ensure that the learning principles are followed (Preciado-Babb & Liljedahl, 2012;. In this way, the teacher's agency is acknowledged (Lieberman, 2009), the teacher's ability to design learning is trained (Preciado-Babb & Liljedahl, 2012), and the learning rights of each student are fulfilled (Schoenfeld et al, 2019).…”

La méthode Q dans l’étude des réflexions des enseignants du secondaire sur leurs pratiques professionnelles

“…Pour étayer notre choix, nous faisons appel aux affirmations de Preciado-Babb et liljedahl (2012), qui soutiennent que l'élaboration collaborative des artefacts, leur mise en oeuvre et l'analyse des résultats auprès des élèves offrent aux enseignants un contexte pour réfléchir à leurs pratiques et pour améliorer leurs stratégies d'enseignement.…”

Synchronous online collaborative professional development for elementary mathematics teachers

“…The program was designed, in part, based on a Japanese form of professional learning where teachers collaboratively plan, implement, and revise teaching lessons (Fernandez & Yoshida, 2004;Moore, 1993). The positive impact of collaborative approaches to support teachers' design of learning is well documented (Fernandez & Yoshida, 2004;Jacobsen, 2006;Preciado-Babb & Liljedahl, 2012;Stigler & Hiebert, 2009). The Lesson Study process provides ongoing professional development for teachers to create ideas and design artefacts to implement in class.…”