Multilevel Connected Teacher Learning for STEM curriculum innovation

Abstract

Abstract: This study investigates how differences in teachers’ learning outcomes may be related to the Architecture for Learning (AfL) at multiple levels of the education ecosystem available to the teachers as well as their own individual characteristics. The MultiLevel MultiScale framework was adopted for the analysis of the AfL available to ten teachers in five schools participating in a University-School Partnership programme targeting pedagogical and curriculum innovation in STEM. The study found that the AfL available to teachers varies across schools and within the same school in terms of exposure intensity and their foci of interaction. Teachers may also have different learning foci depending on their experiences and types of leadership roles. The findings have implications for customization of teacher learning for teachers at different career stages and in different school settings.