Research agenda flags that practical concerns may dominate design-team discussion and hinder teacher learning, and that external priorities need further inquiry¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The article reports that a small-scale study suggests practical concerns dominate discussion in design teams and may hinder teacher learning, and that how external priorities impact teacher learning through collaborative design requires further collaborative inquiry. → Joke Voogt 2015

Evidence¶

Joke Voogt 2015¶

Joke Voogt, Therese Laferrière, Alain Breuleux, Rebecca C. Itow, Daniel T. Hickey, Susan McKenney (2015). Collaborative design as a form of professional development. Instr Sci (2015) 43:259-282. https://doi.org/10.1007/s11251-014-9340-7

q2 · i? · review · r2

In the research-agenda section, the article cites the small-scale study of Boschman et al. (2014) as suggesting that "practical concerns dominate discussion in design teams"; this is a second-hand, untested attribution reported at the review level, with no effect sizes.

"How external priorities and practical concerns impact teacher learning through collaborative design requires further collaborative inquiry. The (small scale) study of Boschman et al. ( 2014) suggests that practical concerns dominate discussion in design teams and may hinder teacher learning."

Discussion¶

Related Claims¶

• Emerging research suggests a need to integrate teachers' knowledge and skill development with instructional materials, but further evidence on the effectiveness of this approach is necessary — related
• Elaborated discussion of narrated emotions supports teacher professional learning — related
• McKenney et al.'s ecological framework emphasizes knowing but not applying design knowledge — related