Open AccessAdapting to a Design-Based Professional Learning Intervention
Author(s) -
Barbara Brown,
Sharon Friesen,
Ronna Mosher,
Man-Wai Chu,
Kirk Robert Linton
Publication year - 2021
Publication title -
educational design research
Language(s) - English
Resource type - Journals
ISSN - 2511-0667
DOI - 10.15460/eder.5.2.1658
Subject(s) - professional learning community , general partnership , professional development , research design , psychology , learning design , intervention (counseling) , medical education , instructional design , pedagogy , mathematics education , sociology , medicine , social science , finance , psychiatry , economics
Designing a systematic inquiry-based, and knowledge-building experience through continuous professional learning for teachers is a key challenge for school authorities. A total of 26 teachers, five principals, three researchers, one graduate student, and two contract professionals from a university were involved in a research-practice partnership. The partners engaged in a yearlong design-based professional learning series. In this study, design-based research was used as the methodology to understand the participant responses to professional learning during the design, enactment, and refinement phases used to design the professional learning series. Open-ended survey responses, researcher field notes and documents from the professional learning sessions were analyzed throughout the study and during three phases of the learning design. The results indicated there were four key shifts and corresponding adaptations made by the participants as they responded to and engaged in a continuous model of professional learning.