Experience a sense of being, becoming and belonging to an educational design project as professional development
Résumé
Research on professional development generally focuses on teacher change as the core of
professional development. However, there remains an undocumented variability in how teachers
change that identity studies try to document. This paper focuses explicitly on two teachers’, Diana
and Nicolina, participation in an educational design research project and how the project might or
might not support change when viewed from the teacher’s perspective. Through the lens of identity
and ethics, we look at how teachers express a sense of being, becoming and belonging concerning
their professional development. Participation in the project gives Diana a safe space of being the
teacher she wants. But for Nicolina, the project is a way of becoming, providing other options for her
future career. Both teachers feel a need, imagine a different way of being, and believe it is possible
through their participation, and by that, the project supports change if they decide to change.
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