Teacher design teams require support to develop good quality curriculum materials. This study focuses on the support teachers receive to develop their curriculum design expertise. Support offered to three teacher design teams, who collaboratively developed curriculum materials, has been investigated using a multiple case study. The results indicate that the intended support strongly depends on the facilitators' preferences and the context in which the support is offered. A distinction can be made between more proactive and more reactive support. The experiences of teachers regarding the support indicate that they are critical about both the proactive and reactive support. Teachers who received reactive support show a significant growth in their skills to tackle develop challenges. In conclusion, finding a good balance between proactive and reactive support is essential to foster teachers' curriculum design expertise.
|Publication status||Published - 2013|