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Teacher Learning Through Teacher Teams

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Action Research Cycles
Adam Handelzalts
Category=JNMT
Category=JNT
Collaborative Curriculum Design
collaborative curriculum design strategies
collaborative inquiry
Collaborative Teacher Research
Curriculum Design Expertise
Curriculum Design Process
Curriculum Design Teams
curriculum innovation
Curriculum Innovation Processes
Data Coach
Data Information Systems
Data Literacy Skills
Data Team
Data Team Members
data-driven decision making
Dutch Vocational Education
Education
Education Innovation
Educational Design Research
Educational Research and Evaluation
educational research methods
Els Castelein
Els Consuegra
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Erik Bolhuis
Exemplary Curriculum Materials
Francisco Sousa
Heleen Becuwe
Higher Professional Education Institute
Institution Based Teacher Educators
Iwan Wopereis
Jeroen Thys
Jo Tondeur
Joke M. Voogt
Jules M. Pieters
Katrien Struyven
Kim Schildkamp
Leonor Margalef
Marco Mazereeuw
Nadine Engels
Natalie Pareja Roblin
PLC Facilitator
professional development
Single Exploratory Case Study
Support Teacher Learning
Susan McKenney
Teacher collaboration
Teacher Design Teams
teacher learning
teacher professional learning
Teacher Research Teams
Technology Integration Knowledge
Vicky Willegems
Workplace Supervisors

Product details

  • ISBN 9781138565166
  • Weight: 440g
  • Dimensions: 174 x 246mm
  • Publication Date: 31 Oct 2017
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Teacher collaboration helps to facilitate meaningful and effective learning and enables sustainable development of schools. Teacher teams who collaboratively investigate a shared problem, or design curriculum materials together, significantly contribute to the professional development of teachers in areas of subject matter, curriculum design and data skills.

Contributions to this book discuss various perspectives of teachers collaborating in design teams, by investigating the sense of collaboration and its effects, and the conditions that influence and drive it. The studies provided suggest that collaborative design and research supports participants (teachers and teacher educators) to improve their knowledge, specifically in regards to technological pedagogical content and subject matter. Participating teachers further developed curriculum design expertise, such as, understanding the relevance and effectiveness of involving stakeholders in designing and implementing newly designed curricula. This volume was originally published as a special issue of Educational Research and Evaluation.
About
Joke Voogt is Professor of ICT & Curriculum at the University of Amsterdam, Netherlands and Professor of Educational Innovation & ICT at Windesheim University of Applied Sciences, Netherlands. She is involved in research regarding innovative use of ICT in the curriculum, and the active involvement of teachers in ICT integration through collaborative design of ICT-enhanced learning environments. Jules Pieters is Professor-emeritus of Applied Psychology at the University of Twente, Netherlands. He chaired the Department of Curriculum Design and Educational Innovation. He was involved in research projects on inquiry and collaboration in professional knowledge development of teachers, on co-designing of curriculum materials and learning environments by teachers in teacher development teams, and on knowledge dissemination.