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Conference Paper: Models of Collaboration in Teacher Co-design Teams
| Title | Models of Collaboration in Teacher Co-design Teams |
|---|---|
| Authors | |
| Issue Date | 2018 |
| Publisher | American Educational Research Association. |
| Citation | American Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018 How to Cite? |
| Abstract | Teacher co-design is found to be an effective model of teacher learning. This study is an in-depth investigation of the school-based teacher co-design teams in five schools using multiple case study approach. Using the architecture for learning framework, data collected during co-planning meetings are analyzed in terms of the discussion content foci, organizational composition, roles of the teachers and curriculum leaders in co-planning, and the kinds of decisions made. Three models of collaboration are identified: passive engagement, shared responsibility, and knowledge co-construction. Results show strong correlations between the discussion foci and the model of co-planning. Teachers perceive a positive contribution to their professional development when the interactions focus on conceptual issues related to pedagogy or subject matter content. |
| Description | In Event: Teacher Learning in Networks and Communities of Practice |
| Persistent Identifier | http://hdl.handle.net/10722/262418 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Lee, Y | - |
| dc.contributor.author | Law, NWY | - |
| dc.date.accessioned | 2018-09-28T04:59:00Z | - |
| dc.date.available | 2018-09-28T04:59:00Z | - |
| dc.date.issued | 2018 | - |
| dc.identifier.citation | American Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/262418 | - |
| dc.description | In Event: Teacher Learning in Networks and Communities of Practice | - |
| dc.description.abstract | Teacher co-design is found to be an effective model of teacher learning. This study is an in-depth investigation of the school-based teacher co-design teams in five schools using multiple case study approach. Using the architecture for learning framework, data collected during co-planning meetings are analyzed in terms of the discussion content foci, organizational composition, roles of the teachers and curriculum leaders in co-planning, and the kinds of decisions made. Three models of collaboration are identified: passive engagement, shared responsibility, and knowledge co-construction. Results show strong correlations between the discussion foci and the model of co-planning. Teachers perceive a positive contribution to their professional development when the interactions focus on conceptual issues related to pedagogy or subject matter content. | - |
| dc.language | eng | - |
| dc.publisher | American Educational Research Association. | - |
| dc.relation.ispartof | AERA (American Educational Research Association) 2018 Annual Meeting | - |
| dc.rights | This work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly. | - |
| dc.title | Models of Collaboration in Teacher Co-design Teams | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Lee, Y: yeunglee@hkucc.hku.hk | - |
| dc.identifier.email | Law, NWY: nlaw@hku.hk | - |
| dc.identifier.authority | Law, NWY=rp00919 | - |
| dc.identifier.hkuros | 292081 | - |
| dc.publisher.place | New York, NY | - |