Teacher learning in collaborative curriculum design |
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Authors: | J Voogt H Westbroek A Handelzalts A Walraven S McKenney J Pieters B de Vries |
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Institution: | aUniversity of Twente, Department of Curriculum Design and Educational Innovation, P.O. Box 217, 7500AE Enschede, The Netherlands;bHAN University of Applied Sciences, Faculty of Education, P.O. Box 30011, 6503 HN Nijmegen, The Netherlands |
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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. |
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Keywords: | Teacher Teacher learning Professional development Collaborative curriculum design Curriculum innovation |
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