![]() ![]() ![]() ( 1998) and Engeström ( 1987), this paper suggests that teacher professional development needs to be concerned with social aspects of learning, distributed across individuals and events, and directly meaningful to teachers’ practice. ![]() Grounded on this theoretical basis and a synthesis of the three case descriptions, we propose an empirically and theoretically informed agenda for studying teacher learning by collaborative design.ĭrawing on Greeno et al. In this contribution, three key features derived from these two theories, situatedness, agency and the cyclical nature of learning and change, are used to describe three cases of collaborative design in three different settings. ( 1998) and third-generation activity theory as developed by Engeström ( 1987) constitute useful conceptual frameworks to describe and investigate teacher learning by collaborative design. The situative perspective articulated by Greeno et al. Additionally many lack specific theoretical frameworks for robust investigation of teacher learning by design. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. However, the research base for this stance is limited. Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. ![]()
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