Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning.

• Author: Pieters, Jules.
• TeilnehmendeR: Voogt, Joke.; Pareja Roblin, Natalie.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2019.; ©2019.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (425 pages)

Table of Contents

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning -- Preface -- Contents -- Contributors -- Part I: Setting the Scene for Curriculum Innovation: Editorial Introduction -- Curriculum Innovation: A Function of Collaborative Curriculum Design and Teacher's Professional Development -- Chapter 1: Collaborative Curriculum Design in Teacher Teams: Foundations -- Introduction -- Roles for Teachers in Approaches to Curriculum Design -- The Interaction Between Teachers and Curriculum Materials -- Theoretical Conceptions Underpinning Collaborative Curriculum Design in Teacher Teams -- This Book -- References -- Chapter 2: Classic Design of Curriculum Innovations: Investigation of Teacher Involvement in Research, Development, and Diffusion -- Introduction -- Theoretical Underpinnings -- Characterizing the Research-Development-Diffusion Model -- A Framework for Analysing Research and Practice Relationships -- Participants' Roles in RD&amp -- D-Based Projects -- Types of Knowledge Informing Curriculum Design -- Diffusion -- Methods -- Selection of Projects -- Data Analysis -- Findings -- Characteristics of the Projects Included in the Review -- Participants' Roles -- Sources of Knowledge Used to Inform the Design Process -- Diffusion Activities -- Teacher Ownership -- Awareness -- Professional Development and Support -- Discussion -- References -- Chapter 3: Teachers as Co-designers: Scientific and Colloquial Evidence on Teacher Professional Development and Curriculum Innovation -- Introduction -- Theoretical Background -- Method -- Results: The Colloquial Corpus -- Characteristics of the Design Teams -- Characteristics of the Design Process -- Effects on Teachers' Professional Development -- Effects on Curriculum Enactment -- Results: The Scientific Corpus -- Characteristics of the Design Teams.

Characteristics of the Design Process -- Effects on Teachers' Professional Development -- Effects on Curriculum Enactment -- Conclusion -- Discussion -- References -- References of the Studies Included in the Review -- Professional Papers -- Scientific Papers -- Chapter 4: Teacher Design Teams for School-Wide Curriculum Development: Reflections on an Early Study -- Introduction -- Teacher Design Teams: A Scenario for School-Based Curriculum Renewal -- School-Based Curriculum Development and Teacher Development -- Teachers as Learners and Designers -- Importance of Teacher Collaboration in Curriculum Development -- The Phenomenon of Teacher Design Teams -- Curriculum Development by TDTs -- Curriculum Development and School Organization Development -- Encouraging School Culture -- Suitable School Structure -- Powerful Support for Teacher Design Teams -- Conclusion: Teacher Design Teams as Propelling Force for Integrated School-Wide Curriculum Development -- Implementation Study -- Introduction to the Pilot Site -- Research Design -- Main Findings -- Characteristics of the TDTs and Team Development -- Curriculum Development Within the TDTs -- Teacher Development and Learning Experiences -- School Organization Development -- External Support -- Conclusions of the Implementation Study -- Characteristics of TDTs -- Teacher Development -- Curriculum Development -- School Organization Development -- Reflections After More Than a Decade of TDT-Related Studies -- Trends in TDT Approaches -- Way Forward: Teacher Design Teams in the Context of Recent Curriculum Policy -- References -- Chapter 5: Culturally Sensitive Curriculum Development -- Introduction -- Cultural Diversity in International Cooperation -- Culture in Educational Reform -- Challenges to Accounting for Culture in Curriculum Development.

International Cooperation, Culture, and Curriculum Development -- Research Question -- Design of the Studies -- Development of a Framework -- Single-Case Study -- Multiple-Case Study -- Main Findings -- Conclusion and Discussion -- Conceptual Framework: Additions and Changes? -- Culture and Curriculum Development in International Cooperation Projects: Outcomes and Guidelines -- Curriculum Development Activities -- Conditions for Curriculum Development -- Outcomes of Curriculum Development -- Recommendations -- Application of the Conceptual Framework -- Importance of Curriculum Development Activities and Conditions -- Involvement of Local Stakeholders, Experts, and Researchers -- References -- Part II: Analysis: Editorial Introduction -- Needs Analysis and Assessment: A Prerequisite for Adoption and Implementation -- Chapter 6: Improving Student Internship Through Collaborative Curriculum Design: Needs and Context Analysis to Inform the Design Process -- Introduction -- Context of the Study -- Theoretical Underpinnings -- Conceptualisation of Student Internship Practices -- Designing for Curriculum Quality -- The Study -- Research Purpose and Method -- Data Collection -- Main Findings -- Reflections -- References -- Chapter 7: Identifying Needs for Support to Enhance Teachers' Curriculum Design Expertise -- Introduction -- Aim of the Study -- Conceptual Framework -- Design Expertise -- Specific Design Expertise -- Subject Matter Knowledge -- Pedagogical Content Knowledge -- Curriculum Design Expertise -- Developing Curriculum Design Expertise Through TDTs -- Support to Enhance Teachers' Design Expertise -- Research Question -- Method -- Procedure and Participants -- Instruments -- Data Analysis -- Main Findings -- Curriculum Design Expertise -- Pedagogical Content Knowledge -- Curriculum Consistency Expertise -- Reflections -- Teachers as Designers.

Curriculum Design Expertise -- Developing Curriculum Design Expertise -- Working in TDTs -- External Support -- Curriculum Design Expertise of Facilitators -- References -- Chapter 8: Developing TPACK in Science and Mathematics Teacher Education in Tanzania: A Proof of Concept Study -- The Development of ICT in Education in Tanzania -- Theoretical Underpinnings -- Technology in Science and Mathematics Education -- Technological Pedagogical Content Knowledge (TPACK) -- Collaborative Design in Teams -- The Support -- Research Question -- Method -- Findings -- Conclusion and Discussion -- References -- Part III: Design and Implementation: Editorial Introduction -- Curriculum Design: Teacher's Involvement -- Chapter 9: Collaborative Curriculum Development in Teacher Design Teams -- Introduction -- School-Based and School-Wide Curriculum Reform -- Teacher Teams in Curriculum Reform -- School-Based and School-Wide Curriculum Reform in Lower Secondary Education in the Netherlands -- Defining Teacher Design Teams -- Research Questions -- Method -- Main Findings -- How TDTs Addressed and Carried Out Their Development Work -- Conducive or Hindering Activities -- Conditions at School Level -- Overall Conclusions -- The Process of Curriculum Development -- Conducive Activities and Conditions -- Discussion -- References -- Chapter 10: Implementation Activities in Design Teams: Opportunities to Demonstrate and Acquire Design Expertise -- Introduction -- Curriculum Implementation and Evaluation Expertise -- Research Design -- Case Selection -- Data Collection -- Data Analysis -- Main Findings -- Teachers' Classroom Implementation and Evaluation Activities -- TDTs' Implementation and Evaluation Activities and Corresponding Experiences -- Conclusion and Discussion -- References.

Chapter 11: Human and Blended Support to Assist Learning About ICT Integration in (Pre-service) Teacher Design Teams -- Introduction -- Background -- ICT Integration in Education -- Technological Pedagogical Content Knowledge (TPACK) -- Learning ICT by Design and Design Teams -- Research Context -- Research Approach -- Design-Based Research -- Research Questions -- Intervention -- Data Collection and Analysis -- Main Findings -- First Iteration: TPACK and Teacher Design Teams -- Second Iteration: Blended Support for Learning -- Conclusion -- References -- Chapter 12: Facilitator and Peer Support in Collaborative Curriculum Design -- Introduction -- Theoretical Underpinnings -- Communicative Language Teaching (CLT) -- Mentoring and Peer Coaching as Strategies of Professional Development -- The Collaborative Professional Development Program (CPDP) -- Research Questions -- Methods -- Participants -- Facilitators -- Teachers -- Students -- Instruments -- Data Analysis -- Findings -- Change in Teaching Practice -- FSTs' Changes in Practice -- PSTs' Changes in Practice -- Student Learning Gains -- Students Taught by FSTs -- Students Taught by PSTs -- Teacher Learning Gains -- FSTs' CLT Learning Gains -- PSTs' CLT Learning Gains -- Conclusions and Discussions -- References -- Part IV: Impact on Students, Teachers and Institutional Practices: Editorial Introduction -- Curriculum Design: Impact on Students, Teachers, and Institutions -- Chapter 13: Teacher Learning in Collaborative Professional Development: Changes in Teacher and Student Practices -- Introduction -- Collaborative Professional Development Program -- Interconnected Model of Professional Growth (IMPG) -- Methods -- Design -- Participants -- Instruments -- Data Analysis -- Main Findings -- Teachers' Changes in CLT Practices -- Students' Change in Learning Experiences -- Teachers' Learning Gains.

Teachers' Learning from the Seminar.