Abstract
This chapter reports and reflects upon an early study on the potential of teacher design teams as a means for school-wide curriculum development. To do so, the chapter provides the rationale behind teacher design teams together with experiences and findings from a school site where such teacher design teams were active in the redesign of their local curriculum. Here, teacher collaboration was seen as essential to bridge the gap between the work of individual teachers (within their own subjects and classrooms) and school-wide curriculum renewal aspirations. The chapter ends with discussion of several conclusions and recommendations for schools and teachers that aim to pursue such a teacher design team scenario.
| Original language | English |
|---|---|
| Title of host publication | Collaborative Curriculum Design: Sustainable Curriculum Innovation and Teacher Learning. |
| Editors | Jules Pieters, Joke Voogt, Natalie Pareja Roblin |
| Publisher | Springer |
| Pages | 55-82 |
| Number of pages | 27 |
| ISBN (Electronic) | 978-3-030-20062-6 |
| ISBN (Print) | 978-3-030-20061-9 |
| DOIs | |
| Publication status | Published - 2019 |