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| Title: | Teacher learning in collaborative curriculum design |
| Author(s): | ; ; ; ; ; ; |
| Publication year: | 2011 |
| Source: | Teaching and Teacher Education, vol. 27, iss. 8, (2011), pp. 1235-1244 |
| ISSN: | 0742-051X |
| Related links: | http://www.sciencedirect.com/science/article/pii/S0742051X11000850 |
| Publication type: | Article / Letter to editor |
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Please use this identifier to cite or link to this item : https://hdl.handle.net/20.500.12470/412 
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| Lectorate : | Innovatie in de Publieke Sector |
| Journal title : | Teaching and Teacher Education |
| Volume : | vol. 27 |
| Issue : | iss. 8 |
| Page start : | p.1235 |
| Page end : | p.1244 |
| Abstract: |
The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used 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.
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Han Publications [2252]