Co-Design as an Interactive Context for Teacher Learning (Poster 4)

• In Event: Teacher Learning in Changing Contexts

Abstract

This poster explores the learning opportunities that co-design afforded for teacher participants in Project READI, a six-year iterative design-based research and development project. Co-design teams of teachers, researchers, and professional developers generated curriculum modules intended to support inquiry learning in science, literary reading, or history (Goldman et al., 2016). As an expansion of the Clarke and Hollingsworth (2002) individual teacher professional growth model, the Interconnected Interactive Model of Professional Growth (Ko et al., 2022) is used to capture the inherently interactive co-design context as realized in READI. Two illustrative teacher cases (one in science, one in literary reading) show that teacher-researcher interactions during co-design created multiple pathways for teacher learning that nevertheless converged on several dimensions of teacher learning, namely to attend to what students are doing and saying, interpret it in terms of the sensemaking they are doing, and make decisions about how to move that sensemaking forward using instructional practices based on underlying design principles. Contrasts in the cases highlight that the nature of the discipline, the personal domains of teacher and researchers, the students, and features of the local context all shape how this learning unfolds. In short, learning sciences perspectives that emphasize the highly contextualized and situative nature of learning (e.g., Greeno et al., 1996) are crucial to understanding the what, how, and why of teacher learning.

Authors

• Susan R. Goldman, University of Illinois at Chicago
  Presenting Author

• Allison H. Hall, University of Illinois at Chicago
  Presenting Author

• Mon-Lin Ko, University of Colorado - Boulder
  Presenting Author