Understanding teacher design teams - A mixed methods approach to developing a descriptive framework

F. Binkhorst*, A. Handelzalts, Cindy L. Poortman, W. R. van Joolingen

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Collaboration is a crucial element of effective professional development for teachers. In Teacher Design Teams (TDTs), teachers collaborate on (re)designing educational materials. To optimize their effectiveness, a strong theoretical and practical basis is required. In this study, therefore, we first developed a conceptual framework based on literature. Subsequently, we used a mixed methods approach to explore teachers' perceptions regarding the factors in this conceptual framework. The results reveal detailed insights in the functioning of TDTs, for example, regarding the role of the team coach. The resulting framework can be used to describe the functioning of TDTs and improve future TDTs.

Original languageEnglish
Pages (from-to)213-224
Number of pages12
JournalTeaching and Teacher Education
Volume51
DOIs
Publication statusPublished - 1 Oct 2015

Keywords

  • Educational innovation
  • Mixed methods research
  • Professional development
  • Teacher collaboration
  • Teacher design teams

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