Designing Relationally: How Teacher-Designed Professional Learning Expands Practice

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Assessment Practices: What Really Counts? (Table 37)

Abstract

This study presents an opportunity to see how ECE teachers can create early learning math professional learning. Utilizing participatory design research methodologies and expansive learning theory as a frame, it offers valuable insight into what teachers’ value about professional learning as evidenced by the emerging design principles. Findings demonstrate how powerful relational and collaborative learning opportunities can be for teachers professional learning and in this case, teachers defined their own collective professional identity. Further, this study offers a new potentiality for how state ECE agencies can develop, partner, listen, learn, and fund professional learning differently. More equitable professional learning is possible when teachers are positioned as expert knowledge holders and design professional learning.

Author

• Dawn M Cameron Williams, University of Washington