Collaboration in teacher design teams: Untangling the relationship between experiences of the collaboration process and perceptions of the redesigned curriculum
(2019) Studies in Educational Evaluation — Vol. 61, n° 2019, p. 138-149 (2019)
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- Abstract
- This qualitative case study involved exploration of the experiences of teacher educators (n = 6) who collaborated on a curriculum design task. The study offers insights into collaboration processes of teacher design teams in relation to the outcomes of the collaborative work, in the specific context of a curriculum innovation. The role that the collaboration process played in teachers’ perceptions of the designed curriculum is described using concepts regarding the nature of collaboration. Results from in-depth interviews and storylines indicated that positive collaboration experiences during the design process explained teachers’ positive and/or more explicit perceptions of the designed curriculum. However, perceptions related to the curriculum rationale were an exception to this general pattern: They remained diverse and superficial. Recommendations for practice are given in the form of design guidelines.
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Citations
Jonker, H., März, V., & Voogt, J. (2019). Collaboration in teacher design teams: Untangling the relationship between experiences of the collaboration process and perceptions of the redesigned curriculum. Studies in Educational Evaluation, 61(2019), 138-149. https://hdl.handle.net/2078.5/122763 (Original work published 2019)