Full Description
Collaborative design in which both teachers and researchers participate can be a powerful context for capacity- and knowledge-building. However, typically the focus is on what and how teachers learn in co-design efforts. As important is how researchers learn through co-design with teachers. Co-design is an expansive learning context because it juxtaposes goals, purposes, and outcomes of multiple participants and communities. Emergent tensions expand opportunities for learning of all participants. The chapters in this volume exemplify a range of co-design contexts and thereby illuminate different expansive learning contexts for teachers and researchers. This book was originally published as a special issue of Cognition and Instruction.
Contents
Introduction: Collaborative Design as a Context for Teacher and Researcher Learning 1. Co-constructing Professional Vision: Teacher and Researcher Learning in Co-Design 2. Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth 3. Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design 4. Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design 5. Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings 6. Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning 7. Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units 8. Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect
