Designing Supports for Transformation of Educator Practice: A Learning Design Perspective That Centers Identity

• In Event: Centering Equity and Practice Considerations in Improvement Scholarship

Abstract

Fostering crucial transformations in educator practice requires tools that center design on the true complexity of learning. A sociocultural perspective suggests that new knowledge or skills will not translate to transformation of practice unless individuals also develop a new way of seeing themselves, their role, and their participation in a particular context. This article describes an analytic perspective that aims to bring a conception of learning that includes identity transformation into the design, evaluation, redesign, and study of learning supports within improvement efforts. The insight gained from such a perspective is illustrated through analysis of an effort to support principal learning of new leadership practice.

Author

• Alison Fox Resnick, University of Washington - Seattle