Abstract

This special issue joins the recent but growing effort to expand knowledge in the learning sciences, by examining the notion of participation in teacher-researcher collaborative design (co-design). Co-design is not just a means to an end; it is a context where professional learning happens. Each of the seven papers describes teacher-researcher collaborations focusing on the professional learning of both teachers and researchers engaged in jointly designing learning environments. Central questions of interest are: What do teachers and researchers learn from each other, how, and why? What kinds of activities and opportunities support what kinds of learning and for whom? What can we learn from these collaborations about how to support these partnerships? The commentary addresses the importance of both multiple perspectives (alterity, meaning that the researcher and teacher perspectives are distinct), their affinity (common purpose), and the mutuality that these entail.

摘要

本期特刊通过研究参与教师-研究人员协作设计（co-design）的概念，加入了最近但不断增长的努力，以扩展学习科学方面的知识。协同设计不仅仅是达到目的的手段；这是发生专业学习的环境。七篇论文中的每一篇都描述了教师与研究人员的合作，重点关注参与共同设计学习环境的教师和研究人员的专业学习。感兴趣的中心问题是：教师和研究人员相互学习什么、如何学习以及为什么学习？什么样的活动和机会支持什么样的学习以及为谁学习？关于如何支持这些合作伙伴关系，我们可以从这些合作中学到什么？评论强调了多种视角（alterity,