Journal of the Learning Sciences· 2016Q1
Organizing for Teacher Agency in Curricular Co-Design
- 185citations
- Q1SCImago
- 2016year
Short summary
A design research approach informed by Cultural-Historical Activity Theory (CHAT) successfully fostered teacher agency in co-designing new science curriculum materials.
AI-generated from the title and abstract; the full text is not read.
Key points
- Cultural-Historical Activity Theory (CHAT) was used as a framework to organize design research.
- Teachers actively participated in co-designing new science curriculum materials.
- Specific tools and routines were deployed to support the collaborative design process.
- Teachers adapted, resisted, and proposed alternatives to the design process elements.
AI-generated from the title and abstract; the full text is not read.
Abstract
Cultural-historical activity theory (CHAT) approaches to intervention aim for transformative agency, that is, collective actions that expand and bring about new possibilities for activity. In this article, we draw on CHAT as a resource for organizing design research that promotes teachers’ agency in designing new science curriculum materials. We describe how CHAT informed our efforts to structure a collaborative design space in which teachers and other participants sought to develop new curriculum materials intended to help realize a new vision for science education. Specifically, we describe the tools and routines we deployed to support the design process, and we analyze the ways in which teachers took up elements of our design process as well as how they adapted, resisted, and suggested alternative tools and strategies to help develop new curriculum materials. In so doing, we illustrate ways in which CHAT can serve as a guide both for organizing collaborative design processes and for analyzing their efficacy.
The authors' abstract, as published at the source. Journal of the Learning Sciences, 2016 · DOI ↗
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Field: Human Factors and Ergonomics
Human Factors and ErgonomicsSocial Sciences