Navigating Complexities of Co-design: Researchers’ Insights from a Translanguaging-Focused Science Professional Development.

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 2
  In Roundtable Session: Research–Practice Partnerships as Engines of Innovation: Supporting Leaders and Teachers

Abstract

This study investigated researchers’ understanding of curricular co-design and their role in researcher-practitioner partnership (RPP) to support middle school teachers to plan and implement translanguaging in science instruction for multilingual learners (MLs). Data sources included semi-structured interviews of seven university researchers as part of co-design teams. Preliminary results from thematic analysis suggest that (1) researchers envisioned co-design as both a process (a space where stakeholders collaboratively share their expertise) and an outcome (pedagogical practices or curricula tailored to MLs). (2) Researchers constantly negotiated their role as facilitators, learners, and evaluators in two co-design spaces: planning and implementation. This study contributes to the scarce literature on researchers’ insights from RPP in educational research. Implications on researchers’ reflections on co-design are discussed.

Authors

• Araceli Enriquez-Andrade, University of Houston

• Mimi Miyoung Lee, University of Houston

• Haemin Kim, University of Houston

• Jie Zhang, University of Houston