UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Sharing teacher knowledge at scale: teacher inquiry, learning design and the representation of teachers’ practice

Oliver, M; Avramides, K; Clark, W; Hunter, J; Luckin, R; Hansen, C; Wasson, B; (2018) Sharing teacher knowledge at scale: teacher inquiry, learning design and the representation of teachers’ practice. Teacher Development , 22 (4) pp. 587-606. 10.1080/13664530.2017.1381642. Green open access

[thumbnail of Oliver_Sharing teacher knowledge (revised).pdf]
Preview
Text
Oliver_Sharing teacher knowledge (revised).pdf - Accepted Version

Download (668kB) | Preview

Abstract

Teacher Development Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice.

Type: Article
Title: Sharing teacher knowledge at scale: teacher inquiry, learning design and the representation of teachers’ practice
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/13664530.2017.1381642
Publisher version: http://dx.doi.org/10.1080/13664530.2017.1381642
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Teacher inquiry, communities of practice, sociomateriality, learning design, representing practice
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10026054
Downloads since deposit
295Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item