NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1052292
Record Type: Journal
Publication Date: 2015-Mar
Pages: 24
Abstractor: As Provided
Reference Count: 76
ISSN: ISSN-0020-4277
Collaborative Design as a Form of Professional Development
Voogt, Joke; Laferrière, Therese; Breuleux, Alain; Itow, Rebecca C.; Hickey, Daniel T.; McKenney, Susan
Instructional Science: An International Journal of the Learning Sciences, v43 n2 p259-282 Mar 2015
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa; Canada; Ethiopia; Ghana; Tanzania