Harnessing Design-Based Research as Professional Learning: A Case Study of Veteran Social Studies Teachers

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 1
  In Roundtable Session: Design-Based Research and Transformative Practices: Cultivating Teacher Educator Agency and Professional Growth (Table 11)

Abstract

This case study examines the potential of employing Design-Based Research (DBR) as a model for veteran social studies teacher professional learning. We find several points of alignment between teachers’ experiences participating in a DBR study and the features of effective professional development. These points of alignment suggest DBR may be employed as a model for professional learning that can help address veteran teachers' dissatisfaction with professional development in ways that also help address the theory-practice gap by engaging them in theoretically dense yet practically minded research focused on driving educational innovations.

Author

• Liz Harrelson Magill, Baylor University