Abstract
Increasingly, teacher involvement in curriculum (re-)design is viewed as a form of
professional development. However, the research base for this stance is limited. While it is
assumed that the activities teachers undertake during (re-)design of curriculum materials can
be beneficial, few studies involving teachers (re-)designing curriculum design measure more
than effects of this activity on teacher attitudes, the quality of the designed artifacts, and/or
implementation of the curriculum innovation at hand. One reason for this could be the lack of
theoretical framing for robust studies on teacher learning by design. Toward supporting future
research on the benefits and limitations of this approach as a form of professional
development, this paper offers a framework that could be used to explore teacher learning
through engagement in collaborative design teams.
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