A qualitative analysis of teacher design teams: In-depth insights into their process and links with their outcomes. (December 2017)

• Record Type: Journal Article
• Authors: Binkhorst, F.; Poortman, C.L.; van Joolingen, W.R.
• Is Part Of: Studies in educational evaluation. Volume 55(2017)
• Page Start: 135
• Page End: 144
• Publication Date: 2017-12
• Subjects: Professional development -- Teacher teams -- Team leadership -- Ownership -- Qualitative research; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2017.10.001
• Languages: English
• ISSNs: 0191-491X

Abstract

Highlights: Perceived outcomes of TDTs were mixed. Leadership style of team coaches played an important role. Shared leadership is needed to promote ownership, which supports the outcomes. Vertical leadership is needed to provide structure, which supports the outcomes. Abstract: Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re)design innovative educational materials. TDTs can contribute to teachers' professional growth. Furthermore, engaging teachers in the design process could create ownership, increasing the likelihood that teachers actually use the innovative materials in practice. In this study, we aimed to obtain in-depth insights into the TDT process and to identify possible links with the outcomes. We studied three cases of TDTs, collecting qualitative data from multiple perspectives. We found that the perceived outcomes of the TDTs were mixed. The leadership style appeared to play an important role in shaping the process and hence the perceived outcomes. To improve the outcomes of future TDTs, insights from this study suggest that team coaches should provide more structure and clarity during the process. At the same time, the coaches should create an atmosphere in which participants can take the initiative.