The article for discussion at the researchED Birmingham 2019 Conference is open access and can be downloaded here:
‘Teacher collaboration in curricula design teams:effects, mechanisms, and conditions’ Voogt, Pieters and Handelzalts (2016)
Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. Evidence from 14 PhD studies was collected to study their impact on teacher learning and curriculum change, by analysing effects, mechanisms, and conditions. Results showed that effects of curriculum design teams, in terms of learning outcomes for teachers in areas such as (pedagogical) content knowledge and design knowledge and skills, became manifest in the outcomes of the curriculum design process, and in the appreciation by the stakeholders. We concluded that professional development, through collaborative design in teams, which is specific and linked to the curriculum, influences teachers’ knowledge and practice and impacts implementation of curriculum change.