Table Of ContentTEACHER LEARNING IN CHANGING
CONTEXTS
New to the Routledge Advances in Learning Sciences series, this book highlights
diverse approaches taken by researchers in the Learning Sciences to support
teacher learning. It features international perspectives from world class researchers
that exemplify new lenses on the work of teaching, encompassing new objects of
learning, methods and tools; new ways of working with researchers and peers; and
new efforts to work with the systems in which teachers are embedded.
Together, the chapters in this volume reflect a new frontier of research on teacher
learning that leverages diversity in the content, contexts, objects of inquiry, and
tools for supporting shifts in instructional practice. Divided into three sections,
chapters question:
• What new pedagogies and knowledge do teachers need to facilitate student
learning in the 21st century?
• How do learning sciences’ tools, strategies, and experiences provide opportun-
ities for them to learn these?
• What role do teachers play as co- designers of educational innovations?
• What unique affordances does co- design afford for teacher learning?
• What do teachers learn through engaging in co- design?
• How do teachers work and learn as part of interdisciplinary teams within edu-
cational systems?
• What might it look like to design for teacher learning in these broader organ-
izational systems?
Uniquely highlighting how cycles of reflection and co-d esign can serve as important
mechanisms to support teacher learning, this invaluable book lays the groundwork
for sustained teacher learning and instructional improvement.
Alison Castro Superfine is Co- Director of the Learning Sciences Research
Institute, and Professor of Mathematics Education & Learning Sciences at the
University of Illinois at Chicago. She conducts research on the learning of practicing
and prospective mathematics teachers in a variety of learning environments.
Susan R. Goldman is a Distinguished Professor and Founding Co-D irector of
the Learning Sciences Research Institute, University of Illinois at Chicago. She
conducts research on teacher and student learning commensurate with the critical
discourse and reasoning competencies needed for effective functioning and well-
being in the 21st century.
Mon- Lin Monica Ko is a Research Assistant Professor at the Learning Sciences
Research Institute at the University of Illinois at Chicago. She examines how
teachers, curriculum materials, and students work together to support meaningful
science learning in secondary science classrooms.
ROUTLEDGE ADVANCES IN LEARNING
SCIENCES
Series Editors: Mike Sharples, Chee- Kit Looi, and Keith Sawyer
The Routledge Advances in Learning Sciences book series is a high quality and
trans- disciplinary international series publishing cutting edge research. The term
“learning sciences” covers research and development in the understanding of how
people learn and the design of novel environments for learning. Contributing fields
include cognitive science, computer science, educational psychology, neuroscience,
anthropology, and linguistics. Titles published within the series take a broad and
innovative approach to topical areas of research, are written by leading international
researchers and are aimed at a research and post- graduate student audience.
Teacher Learning in Changing Contexts: Perspectives from the Learning
Sciences
Edited by Alison Castro Superfine, Susan R. Goldman, and Mon- Lin Monica Ko
For more information about this series, please visit: www.routle dge.com/ Routle
dge- Advan ces- in- Learn ing- Scien ces/ book- ser ies/ RALS
TEACHER LEARNING IN
CHANGING CONTEXTS
Perspectives from the Learning
Sciences
Edited by Alison Castro Superfine,
Susan R. Goldman, and Mon- Lin Monica Ko
Cover image: © Getty Images
First published 2023
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 selection and editorial matter, Alison Castro Superfine, Susan R. Goldman and
Mon- Lin Monica Ko; individual chapters, the contributors
The right of Alison Castro Superfine, Susan R. Goldman and Mon- Lin Monica Ko to be
identified as the authors of the editorial material, and of the authors for their individual
chapters, has been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
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Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
British Library Cataloguing- in- Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging- in- Publication Data
Names: Castro Superfine, Alison, editor. | Goldman, Susan R., editor. |
Ko, Mon-Lin Monica, editor.
Title: Teacher learning in changing contexts : perspectives from the learning sciences /
edited by Alison Castro Superfine, Susan R. Goldman and Mon-Lin Monica Ko.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2023. |
Series: Routledge advances in the learning sciences |
Includes bibliographical references and index. |
Identifiers: LCCN 2022009977 | ISBN 9780367562663 (hardback) |
ISBN 9780367562670 (paperback) | ISBN 9781003097112 (ebook)
Subjects: LCSH: Teachers–In-service learning. |
Teachers–In-service learning–Research. | Teaching–Methodology. |
Teaching–Methodology–Research.
Classification: LCC LB1731 .T41864 2023 |
DDC 370.71/1–dc23/eng/20220425
LC record available at https://lccn.loc.gov/2022009977
ISBN: 978- 0- 367- 56266- 3 (hbk)
ISBN: 978- 0- 367- 56267- 0 (pbk)
ISBN: 978- 1- 003- 09711- 2 (ebk)
DOI: 10.4324/ 9781003097112
Typeset in Bembo
by Newgen Publishing UK
CONTENTS
Acknowledgments x
List of Contributors xii
Teacher Learning in Changing Contexts: Introduction 1
Susan R. Goldman, Alison Castro Superfine, and
Mon- Lin Monica Ko
PART I
Designing Opportunities for Teacher Learning 13
1 Engaging Teachers in Dialogic Discourse Practices:
Challenges, Effective PD Approaches, and Teachers’
Individual Development 15
Ricardo Böheim, Ann- Kathrin Schindler, and Tina Seidel
2 Teachers Learning to Implement Student Collaboration:
The Role of Data Analytics Tools 35
Anouschka van Leeuwen and Nikol Rummel
3 Anchoring Science Professional Learning in Curriculum
Materials Enactment: Illustrating Theories in Practice to
Support Teachers’ Learning 47
Katherine L. McNeill, Renee Affolter, and Brian J. Reiser
viii Contents
4 Professional Development for STEM Integration: Analyzing
Bioinformatics Teaching by Examining Teachers’ Qualities of
Adaptive Expertise 69
Susan A. Yoon, Jooeun Shim, Katherine Miller, Amanda M. Cottone,
Noora Fatima Noushad, Jae- Un Yoo, Michael V. Gonzalez,
Ryan Urbanowicz, and Blanca E. Himes
PART II
Teacher Learning through Co- design 91
5 Learning by Design: Nourishing Expertise and Interventions 93
Susan McKenney, Joke Voogt, and Paul A. Kirschner
6 Co- Design as an Interactive Context for Teacher Learning 112
Susan R. Goldman, Allison H. Hall, and Mon- Lin Monica Ko
7 Teacher– Researcher Collaborative Inquiry in Mathematics
Teaching Practices: Learning to Promote Student Discourse 136
Kathleen Pitvorec, Alison Castro Superfine, Susan R. Goldman,
and Christopher Fry
8 The Role of Teacher Beliefs, Goals, Knowledge, and Practices
in Co- designing Computer Science Education Curricula 158
Kimberley Gomez, Ung- Sang Lee, and Amy Berkhoudt Woodman
9 Teacher– Researcher Co- design Teams: Teachers as Intellectual
Partners in Design 175
Eleni A. Kyza, Andria Agesilaou, Yiannis Georgiou, and Andreas
Hadjichambis
10 Engaging Teachers in a DBIR Community to Develop
ICT- Enabled Problem- Solving Skills 196
Xiaoqing Gu and Hongjin Xu
PART III
Teachers Embedded in Larger Systems 215
11 Design- Based Implementation Research as an Approach to
Studying Teacher Learning in Research- Practice Partnerships
Focused on Equity 217
William R. Penuel, Carrie D. Allen, Eve Manz, and Sara C. Heredia
Contents ix
12 Design for Multilevel Connected Learning in Pedagogical
Innovation Networks 238
Nancy Law and Pak On Ko
13 Teachers’ Expansive Framing in School- Based Citizen
Science Partnerships 256
Maya Benichou, Yael Kali, and Yotam Hod
Commentary 277
Interacting and Intersecting Contexts of Teacher Learning:
Next Steps for Learning Sciences Research 279
Mon- Lin Monica Ko, Alison Castro Superfine, and
Susan R. Goldman
Index 287
