Teacher learning in collaborative curriculum design

J. Voogt, H.B. Westbroek, A. Handelzalts, A. Walraven, S. McKenney, J.M. Pieters, B. de Vries

    Research output: Contribution to JournalArticleAcademicpeer-review

    Abstract

    The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers' collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters. It was concluded that the Interconnected Model of Professional Growth, although initially developed to recognize learning processes in individual teachers, can also be used to identify learning processes that are fostered by collaborative curriculum design in teams of teachers. © 2011 Elsevier Ltd.
    Original languageEnglish
    Pages (from-to)1235-1244
    Number of pages9
    JournalTeaching and Teacher Education
    Volume27
    DOIs
    Publication statusPublished - 2011

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