scholarly journals Teacher Design Teams for School-Wide Curriculum Development: Reflections on an Early Study

2019 ◽  
pp. 55-82
Author(s):  
Adam Handelzalts ◽  
Nienke Nieveen ◽  
Jan Van den Akker
Keyword(s):  
Curriculum Development ◽  
Design Teams ◽  
Teacher Design

Understanding teacher design teams – A mixed methods approach to developing a descriptive framework

2015 ◽  
Vol 51 ◽  
pp. 213-224 ◽  
Author(s):  
F. Binkhorst ◽  
A. Handelzalts ◽  
C.L. Poortman ◽  
W.R. van Joolingen
Keyword(s):  
Mixed Methods ◽  
Design Teams ◽  
Mixed Methods Approach ◽  
Teacher Design ◽  
Descriptive Framework

Revealing the balancing act of vertical and shared leadership in Teacher Design Teams

2018 ◽  
Vol 72 ◽  
pp. 1-12 ◽  
Author(s):  
F. Binkhorst ◽  
C.L. Poortman ◽  
S.E. McKenney ◽  
W.R. van Joolingen
Keyword(s):  
Shared Leadership ◽  
Design Teams ◽  
Teacher Design

scholarly journals Teacher design teams as a strategy for professional development: the role of the facilitator

2016 ◽  
Vol 22 (3-4) ◽  
pp. 141-154 ◽  
Author(s):  
Heleen Becuwe ◽  
Jo Tondeur ◽  
Natalie Pareja Roblin ◽  
Jeroen Thys ◽  
Els Castelein
Keyword(s):  
Professional Development ◽  
Design Teams ◽  
Teacher Design

scholarly journals Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Kassimu A. Nihuka ◽  
Joke Voogt
Keyword(s):  
Professional Learning ◽  
Mobile Phones ◽  
Course Design ◽  
Learning Technologies ◽  
Open University ◽  
Design Teams ◽  
Course Redesign ◽  
E Learning ◽  
Teacher Design ◽  
The Impact

<span>Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about design and delivery of e-learning courses at the Open University of Tanzania (OUT). Six</span><em>Teacher Design Teams</em><span> (TDTs), each with 2 instructors, participated in the study, redesigning their print-based courses using an offline </span><em>Moodle</em><span> LMS supported by emails and mobile phones. A total of 36 interviews were conducted with 12 instructors, after each of the two workshops and after the course redesign process. Results showed that despite challenges, instructors were satisfied with collaborative course design and they reported that the strategy contributed to their professional learning. Instructors' backgrounds determined the kinds of support needed during course design and delivery.</span>

scholarly journals Pre-service teachers as designers in the context of advertising literacy education

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Britt Adams ◽  
Tijs Rotsaert ◽  
Tammy Schellens ◽  
Martin Valcke
Keyword(s):  
Student Teachers ◽  
Design Teams ◽  
Related Factors ◽  
School Programs ◽  
Multiple Case ◽  
Team Design ◽  
Set Up ◽  
Teacher Design ◽  
Advertising Literacy

The present study describes how teacher design teams (TDTs) in pre-service education were set up to create in-school programs about advertising. A multiple case-study design was employed to reveal what kinds of input-, process-, and output-related factors facilitate or hinder the collaboration of three voluntarily participating teams of pre-service teachers. By combining pre-TDT questionnaire data with an analysis of audiorecorded team design discussions and reflective data collected after the design process, we found that the participating student teachers (1) were unfamiliar with design assignments at the start of the project, but were all intrinsically motivated to take part; (2) especially express practical concerns when designing learning materials, and (3) argue that TDTs positively contribute to their professional development. As this study revealed both facilitating and hindering factors, recommendations for future organization of and research on TDTs in pre-service education are offered.

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