Using Design-Based Research to Develop a Professional Development Model

Supporting teachers in strengthening content knowledge and improving their teaching practices are major goals of professional development. This case study details a model of professional development that is emerging from an ongoing design-based research project. The model of professional development focuses on how best to support coherent learning for teaching: learning that positions teachers as learners to playfully engage with content and also engages them in considering their practice in the context of their learning. The research team works from a position that coherent links between and within knowledge are critical for teachers to develop. Additionally, the PD model highlights the importance of explicit connections across mathematical ideas and representations as well as between teaching and learning. Finally, this case study explores the conjecture that teachers will learn best when engaged in discourse with each other as that allows for playful engagement with content and practice. This case study presents the Model of Coherent Learning for Teaching and shares three vignettes from two professional development sessions with middle grades teachers to illustrate the model in action. Although situated in the context of mathematics, this model could be adapted for other STEM-focused professional development and may have applications outside of STEM content areas.