Teacher Learning in Collaborative Curriculum Design

Source: This article was published in Teaching and Teacher Education, Volume 27, Issue 8,
Author(s): J. Voogt, H. Westbroek, A. Handelzalts, A. Walraven, S. McKenney, J. Pieters and
B. de Vries, "Teacher Learning in Collaborative Curriculum Design", Pages 1235–1244, Copyright Elsevier (November 2011).

In this article, the authors used the Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) 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.

Reference
Clarke, D J , & Hollingsworth, H (2002) Elaborating a model of teacher professional growth,  Teaching and Teacher Education, 18(8), 947-967.