Implementation activities in design teams: Opportunities to demonstrate and acquire design expertise

Tjark Huizinga; Nienke Nieveen; Adam Handelzalts

doi:10.1007/978-3-030-20062-6_10

Implementation activities in design teams: Opportunities to demonstrate and acquire design expertise

Tjark Huizinga^*
, Nienke Nieveen
, Adam Handelzalts

^*Corresponding author for this work

Research output: Chapter in Book / Report / Conference proceeding › Chapter › Academic › peer-review

Abstract

Teacher involvement in the design of curriculum materials is expected to facilitate the process of implementing an educational reform, especially when teams of teachers collaborate in Teacher Design Teams (TDTs). However, little is known about the implementation activities that provide opportunities to develop teachers’ curriculum design expertise. The implementation activities of three TDTs that renewed their foreign language curriculum were investigated using a case study approach. The results showed that although TDTs carried out a wide variety of activities to foster classroom implementation, classroom use of the new curriculum materials varied. The need for additional support for TDTs in the implementation process in order to successfully facilitate changes in teachers’ classroom practices is discussed.

Original language	English
Title of host publication	Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
Editors	Jules Pieters, Joke Voogt, Natalie Pareja Roblin
Publisher	Springer International Publishing AG
Chapter	10
Pages	175-190
Number of pages	16
ISBN (Electronic)	9783030200626
ISBN (Print)	9783030200619
DOIs	https://doi.org/10.1007/978-3-030-20062-6_10
Publication status	Published - 2019

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

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10.1007/978-3-030-20062-6_10

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Huizinga, T., Nieveen, N., & Handelzalts, A. (2019). Implementation activities in design teams: Opportunities to demonstrate and acquire design expertise. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning (pp. 175-190). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-20062-6_10

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abstract = "Teacher involvement in the design of curriculum materials is expected to facilitate the process of implementing an educational reform, especially when teams of teachers collaborate in Teacher Design Teams (TDTs). However, little is known about the implementation activities that provide opportunities to develop teachers{\textquoteright} curriculum design expertise. The implementation activities of three TDTs that renewed their foreign language curriculum were investigated using a case study approach. The results showed that although TDTs carried out a wide variety of activities to foster classroom implementation, classroom use of the new curriculum materials varied. The need for additional support for TDTs in the implementation process in order to successfully facilitate changes in teachers{\textquoteright} classroom practices is discussed.",

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Huizinga, T, Nieveen, N & Handelzalts, A 2019, Implementation activities in design teams: Opportunities to demonstrate and acquire design expertise. in J Pieters, J Voogt & N Pareja Roblin (eds), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer International Publishing AG, pp. 175-190. https://doi.org/10.1007/978-3-030-20062-6_10

Implementation activities in design teams: Opportunities to demonstrate and acquire design expertise. / Huizinga, Tjark; Nieveen, Nienke; Handelzalts, Adam.
Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. ed. / Jules Pieters; Joke Voogt; Natalie Pareja Roblin. Springer International Publishing AG, 2019. p. 175-190.

Research output: Chapter in Book / Report / Conference proceeding › Chapter › Academic › peer-review

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N2 - Teacher involvement in the design of curriculum materials is expected to facilitate the process of implementing an educational reform, especially when teams of teachers collaborate in Teacher Design Teams (TDTs). However, little is known about the implementation activities that provide opportunities to develop teachers’ curriculum design expertise. The implementation activities of three TDTs that renewed their foreign language curriculum were investigated using a case study approach. The results showed that although TDTs carried out a wide variety of activities to foster classroom implementation, classroom use of the new curriculum materials varied. The need for additional support for TDTs in the implementation process in order to successfully facilitate changes in teachers’ classroom practices is discussed.

AB - Teacher involvement in the design of curriculum materials is expected to facilitate the process of implementing an educational reform, especially when teams of teachers collaborate in Teacher Design Teams (TDTs). However, little is known about the implementation activities that provide opportunities to develop teachers’ curriculum design expertise. The implementation activities of three TDTs that renewed their foreign language curriculum were investigated using a case study approach. The results showed that although TDTs carried out a wide variety of activities to foster classroom implementation, classroom use of the new curriculum materials varied. The need for additional support for TDTs in the implementation process in order to successfully facilitate changes in teachers’ classroom practices is discussed.

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Huizinga T, Nieveen N, Handelzalts A. Implementation activities in design teams: Opportunities to demonstrate and acquire design expertise. In Pieters J, Voogt J, Pareja Roblin N, editors, Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer International Publishing AG. 2019. p. 175-190 Epub 2019 Sept 20. doi: 10.1007/978-3-030-20062-6_10

Implementation activities in design teams: Opportunities to demonstrate and acquire design expertise

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