Teacher learning in collaborative curriculum design

J. Voogt, H.B. Westbroek, A. Handelzalts, A. Walraven, S. McKenney, J.M. Pieters, B. de Vries

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design
fosters. It was concluded that the Interconnected Model of Professional Growth, although initially developed to recognize learning processes in individual teachers, can also be used to identify learning processes that are fostered by collaborative curriculum design in teams of teachers.
Original languageEnglish
Pages (from-to)1235-1244
Number of pages9
JournalTeaching and Teacher Education
Volume27
DOIs
Publication statusPublished - 2011

Cite this

Voogt, J., Westbroek, H. B., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J. M., & de Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27, 1235-1244. https://doi.org/10.1016/j.tate.2011.07.003