Designing pedagogical innovation for collaborating teacher teams

Abstract

In this design-based research project, teachers co-created and used a new learning design model, the IT-Pedagogical Think Tank Model for Teacher Teams. This continuous-competence-development method enabled teachers to collaborate and develop innovative-learning designs for students in a new hybrid synchronous video-mediated learning environment. The article presents the IT-Pedagogical Think Tank Model and investigates how this new community of practice was supported and cultivated in the educational institution. The study took place at VUC Storstrøm, Denmark, where teachers taught students attending a full-time, two-year, upper-secondary, general-education programme. The findings were that various platforms, tools and social frameworks supported the pedagogical innovative process and established the team as a professional community of practice in the organisation. The team’s identity was strengthened as it added value to the organisation by inviting other communities of practice from the organisation into collaborative competence-development processes. The team members acted as good examples of innovative learning designers and were able to heighten the level of sophistication in the community’s pedagogical discussions. The school administration’s provision of resources and support was found to be a key factor in successful implementation of the new team meetings.