Abstract

Collaborative design (co-design) involving practitioners and researchers is emerging as a productive context for addressing theoretical as well as practical issues of teaching and learning. Co-design affords learning opportunities for all participants, although the focus has typically been on teachers. In this study, the Interconnected Interactive Model of Professional Growth (IIMPG) serves as a conceptual tool for tracing professional growth pathways of teachers and researchers in co-design contexts. The IIMPG is illustrated through a case study of a teacher and a researcher during a multi-year co-design project. Interactional analyses of their co-design work indicated change in the roles of the teacher and the researcher, knowledge of science inquiry as text-based modeling, and strategies for supporting students in engaging in it. Four years later, the teacher and researcher collaborated in retrospective reflection on their co-design work. Analyses revealed increased awareness of the underlying principles governing the multiple components of the design and how these supported conceptual coherence and interconnected knowledge for students. The multiple lenses and timescales enabled new insights on when, how, and why people learn during collaborative design. The IIMPG served as a generative tool for capturing professional growth pathways for teachers and researchers over iterative co-design cycles.

摘要

涉及从业者和研究人员的协作设计（co-design）正在成为解决教学和学习的理论和实践问题的富有成效的环境。协同设计为所有参与者提供学习机会，尽管重点通常放在教师身上。在这项研究中，专业成长的互联互动模型(IIMPG) 作为一种概念工具，用于在协同设计环境中追踪教师和研究人员的专业成长路径。IIMPG 通过一个多年共同设计项目中的一名教师和一名研究人员的案例研究来说明。对他们共同设计工作的交互分析表明，教师和研究人员的角色发生了变化，科学探究作为基于文本的模型的知识，以及支持学生参与其中的策略。四年后，老师和研究人员合作回顾了他们共同设计的工作。分析表明，人们对管理设计的多个组成部分的基本原则以及这些原则如何支持学生的概念连贯性和相互关联的知识有了更高的认识。多个镜头和时间尺度为何时、如何、以及为什么人们在协作设计中学习。IIMPG 是一种生成工具，用于为教师和研究人员在迭代协同设计周期中捕获专业成长途径。