Designing Relationally: How Teacher-Designed Professional Learning Expands Practice

Abstract

This study presents an opportunity to see how ECE teachers can create early learning math professional learning. Utilizing participatory design research methodologies and expansive learning theory as a frame, it offers valuable insight into what teachers’ value and want out of professional learning experiences as evidenced by the emerging design principles. Furthermore, it suggests that teachers themselves may be crucial players in developing the profession. The findings demonstrate how powerful relational and collaborative learning opportunities can be for teachers professional learning and in this case, teachers defined their own collective professional identity. I also include lessons about the importance of goal-driven intentional facilitation moves that support processes of partnering. Further, this study provides a new potentiality for how state ECE agencies can develop, partner, listen, learn, and fund professional learning differently. More equitable professional learning is possible when teachers are positioned as expert knowledge holders and design professional learning.