Positioning Teachers as Codesigners in Design-Based Implementation Research: Implications for Teacher Engagement

• In Event: Poster Session 13
  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 2

Abstract

In design-based implementation research in schools, practitioners play a critical role as co-designers. Over the course of the development of a project-based AP Environmental Science (APES) course, teachers' roles as co-designers changed along with design activities and their roles as teachers. We use positioning theory (Harré, 1984; Harré, Moghaddam, Cairnie, Rothbart, & Sabat, 2009), the concepts of practice-linked identities (Nasir & Hand, 2008) and motivational filters (Nolen, Ward & Horn, 2009) to examine teachers' engagement and participation on the design team. Using cross-case comparison, we examine how contexts, participants, and the nature of the design tasks influenced teachers’ practice-linked identities as co-designers. Implications of these findings for researchers seeking to maintain collaborative research relationships with teachers is discussed.

Authors

• Gavin Tierney, University of Washington

• Susan B. Nolen, University of Washington - Seattle