Premium
A method for teacher inquiry in cross‐curricular projects: Lessons from a case study
Author(s) -
Avramides Katerina,
Hunter Jade,
Oliver Martin,
Luckin Rosemary
Publication year - 2015
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12233
Subject(s) - formative assessment , context (archaeology) , mathematics education , curriculum , learning analytics , teacher education , analytics , pedagogy , professional development , faculty development , process (computing) , educational technology , teaching method , psychology , computer science , data science , paleontology , biology , operating system
Many changes in teaching practices (such as introduction of e‐assessment) are initiated by school management, or by a lead teacher, but have direct impact on the learning designs of others. However, models of teachers as innovators, conducting evidence‐based inquiry into their students' learning, view the teacher as initiator of change in their own practice (normally as individual). This paper addresses the question of whether such models can also be applied to change introduced by top‐down processes. In this paper, we examine teacher inquiry in such a context. We discuss a case study in which we worked with the Head of Science ( HoS ) of a secondary school. The HoS designed a cross‐curricular science, technology, engineering and mathematics ( STEM ) project with 57 STEM teachers and introduced G oogle F orms as a tool for formative assessment. We supported the HoS to design and conduct an inquiry that involved all teachers. We examine the context and process of inquiry and how it was applied. Our findings provide insight into teachers' use of tools and representations when communicating about learning design, and the implications of this for the development of learning analytics tools. They also inform the development of a method for coordinating teacher inquiry in cross‐curricular projects and, more generally, in the context of top‐down introduction of change.