Open AccessMultiple Layers: Education Faculty Reflecting on Design-Based Research focused on Curricular Integration
Author(s) -
Tiffany L. Gallagher,
Xavier Fazio
Publication year - 2019
Publication title -
qualitative research in education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.222
H-Index - 2
ISSN - 2014-6418
DOI - 10.17583/qre.2019.3795
Subject(s) - theme (computing) , acknowledgement , debriefing , pedagogy , professional development , psychology , faculty development , mathematics education , value (mathematics) , computer science , social psychology , computer security , operating system , machine learning
What insights emerge through researcher reflections on a Design-Based Research (DBR) curricular integration project that contribute to the professional learning of education faculty/ researchers? To answer this question, two researchers captured their debriefing discussions and reflections after monthly meetings with participating teachers. The meetings familiarized the teachers with DBR methods and enhanced teachers’ understanding of integrating literacy and science instruction. Data were open coded, collapsed into sub-categories and interpretations were then clustered into three themes. The first theme is our acknowledgement of the layers that needed to be peeled back to understand teacher participants’ planning and assessment. The second theme is the realization that the teacher participants were novices with respect to understanding and practicing curricular integration. The final theme honors the value of DBR as a research and professional learning method. Findings are discussed in light of the scant literature that describes the experience of DBR educational researchers.