Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development

A Novel 3D+MEA Approach to Authentic Engineering Education for Teacher Professional Development: Design Principles and Outcomes

“…Results of the study showed significant increases on all subscales for MEA Understanding (Table 17). This is similar to other studies in which a PD focused on understanding new curricular materials supported the development of teachers' pedagogical content knowledge (Kyza & Nicolaidou, 2016). We found the largest gains for the MEA Construction subscale, meaning that teachers gained knowledge about how to write a high-quality MEA for use in the classroom.…”

“…Working with engineers and science experts may have given teachers the opportunity to discuss STEM content and better understand how to translate content into a 3D-enhanced lesson idea. Prior studies have shown the effectiveness of curriculum design on teacher professional growth; for example changing teachers' beliefs about classroom practices and improving pedagogical content knowledge (Kyza & Nicolaidou, 2016;Voogt et al, 2011). One item that was not significant was confidence in teaching integrated STEM versus a major content area.…”

“…Participatory design approaches seek the input of users in development and design (Carroll, Chin, Rosson, & Neale, 2000). Recently, the participatory approach of co-designing curriculum has been used for enhancing outcomes of teacher PD (Kyza & Nicolaidou, 2016;Voogt et al, 2011). In this process, teachers ''create new or adapt existing curriculum materials in collaboration with each other, and often with experts such as educational design experts, educational researchers, and domain experts'' (Voogt et al, 2011(Voogt et al, , p. 1236.…”

“…In this process, teachers ''create new or adapt existing curriculum materials in collaboration with each other, and often with experts such as educational design experts, educational researchers, and domain experts'' (Voogt et al, 2011(Voogt et al, , p. 1236. A co-design approach to developing reformbased curriculum can utilize teachers' valuable classroom experience and knowledge in addition to giving them ownership over the creation of lessons and reform teaching methods (Bjögvinsson, Ehn, & Hillgren, 2012;Kyza & Nicolaidou, 2016). Finally, the process of curriculum design as teacher PD has been shown as an effective approach to teachers' learning; for example, outcomes include increased content knowledge and motivation to deepen their knowledge (Kyza & Georgiou, 2014).…”

Education for Environmental Citizenship: The Pedagogical Approach

“…Furthermore, teachers' professional development could be situated in practice, and moves from awareness to a progressive refinement of the understanding of the new ideas through cycles of co-design and learning from peers. Co-design is an important element of learning in the contemporary professional development of teachers (Kyza and Nicolaidou 2016;Kyza and Georgiou 2014). In such TPD approach teachers are engaged in multiple roles such as learners, designers, innovators, and reflective practitioners (Kyza and Georgiou 2014), which allow them to better understand their multiple roles and to reflect on their own practices as well as those of their peers (Kyza et al 2018).…”