A Systematic Literature Review of Teacher Professional Development Through Co-Design

• In Event: Designing Professional Learning Communities That Center Educator Choice, Agency, and Well-Being

Abstract

Constant changes in modern society create a need for teachers to continuously change their learning design practices through co-designing with different stakeholders. To explore how co-design processes take place and how the processes inform teachers’ professional development, this article offers a systematic literature review based on a qualitative analysis of 35 peer-reviewed publications. The results show teacher co-design is a growing field involving diverse and collective purposes, complex and fluid nature of partnerships and collaboration, and a set of design principles. In addition, the findings present co-design supports teachers in developing their teaching, learning, and design knowledge, and making their practices more sustainable. The review paper contributes to both theory and practice in the areas of teacher co-design and professional learning.

Authors

• Dongni Guo, University at Albany - SUNY

• Aya Isaac, University at Albany - SUNY

• Jianwei Zhang, University at Albany - SUNY

• Thomas Underwood, University at Albany - SUNY

• Lei Ding, University at Albany - SUNY

• Alae Sherafat, University at Albany - SUNY