Examining primary teacher expertise and agency in the collaborative design of project-based learning innovations

Samuel Severance, Joseph Krajcik

Research output: Contribution to journalConference articlepeer-review

4 Scopus citations

Abstract

Developing curriculum innovations aligned to research-based design principles and education reforms poses a daunting design challenge requiring substantial expertise. This study examines how prioritizing the agency of primary school teachers, engaged with researchers in the collaborative design of curriculum innovations, may allow for teachers to develop and productively leverage expertise. Using data from teacher surveys, interviews, and artifacts, our analysis has centered on what expertise teachers may develop around project-based learning and national science education reforms and what agency teachers have to influence the design of curriculum. We found evidence (1) teachers increased their understanding of project-based learning but showed fewer gains in understanding key ideas in science education reforms and (2) teachers significantly influenced the design of curriculum innovations. This study has implications for teacher learning and the design of curriculum innovations aligned to research-based design principles and national education reforms.

Original languageEnglish (US)
Pages (from-to)1177-1180
Number of pages4
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume2
Issue number2018-June
StatePublished - 2018
Externally publishedYes
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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