Understanding teacher design teams – A mixed methods approach to developing a descriptive framework
F. Binkhorst, ELAN Institute for Teacher Education ; A. Handelzalts, Teachers College ; C.L. Poortman, ELAN Institute for Teacher Education ; W.R. van Joolingen, Freudenthal Institute for Science and Mathematics Education
TATE Volume 51, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.