Understanding teacher design teams – A mixed methods approach to developing a descriptive framework

Floor Binkhorst, Adam Handelzalts, Cindy Louise Poortman, Wouter van Joolingen

Research output: Contribution to journalArticleAcademicpeer-review

27 Citations (Scopus)

Abstract

Collaboration is a crucial element of effective professional development for teachers. In Teacher Design Teams (TDTs), teachers collaborate on (re)designing educational materials. To optimize their effectiveness, a strong theoretical and practical basis is required. In this study, therefore, we first developed a conceptual framework based on literature. Subsequently, we used a mixed methods approach to explore teachers' perceptions regarding the factors in this conceptual framework. The results reveal detailed insights in the functioning of TDTs, for example, regarding the role of the team coach. The resulting framework can be used to describe the functioning of TDTs and improve future TDTs.
Original languageEnglish
Pages (from-to)213-224
JournalTeaching and teacher education
Volume51
DOIs
Publication statusPublished - 2015

Fingerprint

teacher
coach

Keywords

  • METIS-311326
  • IR-96893

Cite this

@article{9ee15080bdf74acf88e9cc39066e943d,
title = "Understanding teacher design teams – A mixed methods approach to developing a descriptive framework",
abstract = "Collaboration is a crucial element of effective professional development for teachers. In Teacher Design Teams (TDTs), teachers collaborate on (re)designing educational materials. To optimize their effectiveness, a strong theoretical and practical basis is required. In this study, therefore, we first developed a conceptual framework based on literature. Subsequently, we used a mixed methods approach to explore teachers' perceptions regarding the factors in this conceptual framework. The results reveal detailed insights in the functioning of TDTs, for example, regarding the role of the team coach. The resulting framework can be used to describe the functioning of TDTs and improve future TDTs.",
keywords = "METIS-311326, IR-96893",
author = "Floor Binkhorst and Adam Handelzalts and Poortman, {Cindy Louise} and {van Joolingen}, Wouter",
year = "2015",
doi = "10.1016/j.tate.2015.07.006",
language = "English",
volume = "51",
pages = "213--224",
journal = "Teaching and teacher education",
issn = "0742-051X",
publisher = "Elsevier",

}

Understanding teacher design teams – A mixed methods approach to developing a descriptive framework. / Binkhorst, Floor; Handelzalts, Adam; Poortman, Cindy Louise; van Joolingen, Wouter.

In: Teaching and teacher education, Vol. 51, 2015, p. 213-224.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Understanding teacher design teams – A mixed methods approach to developing a descriptive framework

AU - Binkhorst, Floor

AU - Handelzalts, Adam

AU - Poortman, Cindy Louise

AU - van Joolingen, Wouter

PY - 2015

Y1 - 2015

N2 - Collaboration is a crucial element of effective professional development for teachers. In Teacher Design Teams (TDTs), teachers collaborate on (re)designing educational materials. To optimize their effectiveness, a strong theoretical and practical basis is required. In this study, therefore, we first developed a conceptual framework based on literature. Subsequently, we used a mixed methods approach to explore teachers' perceptions regarding the factors in this conceptual framework. The results reveal detailed insights in the functioning of TDTs, for example, regarding the role of the team coach. The resulting framework can be used to describe the functioning of TDTs and improve future TDTs.

AB - Collaboration is a crucial element of effective professional development for teachers. In Teacher Design Teams (TDTs), teachers collaborate on (re)designing educational materials. To optimize their effectiveness, a strong theoretical and practical basis is required. In this study, therefore, we first developed a conceptual framework based on literature. Subsequently, we used a mixed methods approach to explore teachers' perceptions regarding the factors in this conceptual framework. The results reveal detailed insights in the functioning of TDTs, for example, regarding the role of the team coach. The resulting framework can be used to describe the functioning of TDTs and improve future TDTs.

KW - METIS-311326

KW - IR-96893

U2 - 10.1016/j.tate.2015.07.006

DO - 10.1016/j.tate.2015.07.006

M3 - Article

VL - 51

SP - 213

EP - 224

JO - Teaching and teacher education

JF - Teaching and teacher education

SN - 0742-051X

ER -