Teacher-Researcher Collaborations as Contexts for Learning
1st Edition
Published on 26. September 2025
Book
Hardback
184 pages
978-1-041-12356-9 (ISBN)
Description
Collaborative design in which both teachers and researchers participate can be a powerful context for capacity- and knowledge-building. However, typically the focus is on what and how teachers learn in co-design efforts. As important is how researchers learn through co-design with teachers. Co-design is an expansive learning context because it juxtaposes goals, purposes, and outcomes of multiple participants and communities. Emergent tensions expand opportunities for learning of all participants and communities. The chapters in this volume exemplify a range of co-design contexts and thereby illuminate different expansive learning contexts for teachers and researchers. This book was originally published as a special issue of Cognition and Instruction.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Postgraduate, Undergraduate Advanced, and Undergraduate Core
Dimensions
Height: 260 mm
Width: 183 mm
Thickness: 15 mm
Weight
574 gr
ISBN-13
978-1-041-12356-9 (9781041123569)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Susan R. Goldman | Cindy E. Hmelo-Silver | Eleni A. Kyza
Teacher-Researcher Collaborations as Contexts for Learning
E-Book
09/2025
Routledge
€73.99
Available for download
Susan R. Goldman | Cindy E. Hmelo-Silver | Eleni A. Kyza
Teacher-Researcher Collaborations as Contexts for Learning
E-Book
09/2025
Routledge
€73.99
Available for download
Persons
The three co-editors, Susan R Goldman, Cindy E. Hmelo-Silver and Eleni A. Kyza, are professors of learning sciences at their respective institutions and have served in leadership positions in the International Society of the Learning Sciences. The research programs of each co-editor focus on enhancing instruction through work with teachers and their students to maximize technological innovation and instructional improvement.
Content
Introduction: Collaborative Design as a Context for Teacher and Researcher Learning 1. Co-constructing Professional Vision: Teacher and Researcher Learning in Co-Design 2. Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth 3. Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design 4. Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design 5. Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings 6. Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning 7. Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units 8. Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect