connecting the dots - supporting the implementation of teacher design teams
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In Teacher Design Teams (TDTs), teachers collaborate on (re)designing educational materials. Although several studies have shown that TDTs can contribute to teachers’ professional development, as well as to sustainable implementation of educational change by using the educational materials they designed themselves, the outcomes of TDT participation are often mixed. These mixed outcomes can be explained by the notion that the effectiveness largely depends on how the program is implemented.
This dissertation features research in collaboration with TDTs that were organized by the department of Teacher Education at the University of Twente in the Netherlands. These TDTs included science teachers from various secondary schools in the region. Furthermore, the TDTs were led by team coaches who were experts in their field, in most cases teacher educators from our university.
This research aimed to develop a theoretical and practical basis for defining and explaining successful support for implementing TDTs. The overarching question that guided this dissertation was: How can the implementation of TDTs be supported?
To address this question, a general understanding of the functioning of TDTs was first needed. By developing and applying a descriptive framework for TDTs, we found that leadership plays a key role, but providing adequate leadership is challenging. In this regard, a practical nine-step method and detailed leadership guidelines were developed. Insight from applying these in practice contributed to a theoretical and practical foundation that defines and explains successful implementation of TDTs. Other TDTs can benefit from the tools and insights presented in this dissertation.
