You are here:

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

, ELAN Institute for Teacher Education ; , Teachers College ; , ELAN Institute for Teacher Education ; , Freudenthal Institute for Science and Mathematics Education

TATE Volume 51, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Binkhorst, F., Handelzalts, A., Poortman, C.L. & van Joolingen, W.R. (2015). Understanding teacher design teams – A mixed methods approach to developing a descriptive framework. Teaching and Teacher Education: An International Journal of Research and Studies, 51(1), 213-224. Elsevier Ltd. Retrieved September 18, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.07.006

Keywords