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|Title:||Examining Primary Teacher Expertise and Agency in the Collaborative Design of Project-Based Learning Innovations|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Severance, S. & Joseph, J. K. (2018). Examining Primary Teacher Expertise and Agency in the Collaborative Design of Project-Based Learning Innovations. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.|
|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.|
|Appears in Collections:||ICLS 2018|
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