Teachers as Design-Researchers

• In Event: Learning Through Design Processes as Researchers

Abstract

In this study we describe our Teachers as Design-researchers approach for in-service teacher learning and professional development. Based on this approach we designed a series of three semester-long courses in order to support teachers in the process of (a) developing a technology-enhanced learning environment, (b) enacting it with learners, and (c) exploring its impact in various contexts. We studied the relevancy that teachers attributed to "design" and "design-research" with regard to their professional practice. Findings indicate that as teachers' progressed through the three courses a dramatic increase was found, with "design-research" evolving into an major construct in their professional identity.

Authors

• Ornit Sagy, University of Haifa

• Yael Kali, University of Haifa