In this article, we describe how a design-based research approach brought about teacher learning in terms of both confidence and competence to design and enact a multiliteracies lesson package. This study is situated within the efforts to grow a community of practice comprising teacher champions across schools as they work closely with researchers. Based on a single case study of a teacher, the article discusses her discernible trajectory of growth as evident from her reflections collected after each of the lesson co-design sessions, the lesson plans that she designed, and her actual classroom practices. The findings from the study suggest that the design-based research approach, given its features, can be productive in bringing about a deeper and more reflective teacher learning and as a platform to strengthen the nexus between research and practice.

中文翻译：

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基于设计的教师学习研究方法：新加坡案例研究

在本文中，我们描述了基于设计的研究方法如何在设计和实施多识字课程包的信心和能力方面带来教师学习。这项研究旨在发展一个实践社区，该社区由跨学校的教师冠军组成，因为他们与研究人员密切合作。本文基于一位教师的单个案例研究，讨论了她可辨别的成长轨迹，这从她在每次课程协同设计会议后收集的反思、她设计的课程计划以及她的实际课堂实践中可以看出。研究结果表明，基于设计的研究方法，鉴于其特点，