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Bridging professional teacher knowledge for science and literary integration via design-based research

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We offer insights for using design-based research (DBR) as a model for constructing professional development that supports curriculum and instructional knowledge regarding science and literacy integration. We spotlight experiences in the DBR process from data collected from a sample of four elementary teachers. Findings from interviews, focus groups and researcher field notes elucidated: the value in establishing a collaborative foundation for professional discourse, the teacher participants developing nascent knowledge of curricular integration in science and literacy, and their apprehensions about using digital technology to support their professional development. Implications are presented for professional development facilitators and researchers using DBR as an innovative approach for teacher development.
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Keywords: Science and literacy integration; curriculum development; design-based research; elementary schools; teacher development

Document Type: Research Article

Affiliations: Department of Teacher Education, Brock University, St. Catharines, Ontario, Canada

Publication date: March 15, 2018

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