Models of Collaboration in Teacher Co-Design Teams

• In Event: Teacher Learning in Networks and Communities of Practice

Abstract

Teacher co-design is found to be an effective model of teacher learning. This study is an in-depth investigation of the school-based teacher co-design teams in five schools using multiple case study approach. Using the architecture for learning framework, data collected during co-planning meetings are analyzed in terms of the discussion content foci, organizational composition, roles of the teachers and curriculum leaders in co-planning, and the kinds of decisions made. Three models of collaboration are identified: passive engagement, shared responsibility, and knowledge co-construction. Results show strong correlations between the discussion foci and the model of co-planning. Teachers perceive a positive contribution to their professional development when the interactions focus on conceptual issues related to pedagogy or subject matter content.

Authors

• Yeung Lee, The University of Hong Kong

• Nancy Law, The University of Hong Kong