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It reports preliminary results from design-based research that includes co-design with digital technologies teachers in two Australian secondary schools. Two design phases are detailed through workshops, strategies, and instruments to support effective co-design. The pilot results suggest the model enables high-quality professional development for 21st century learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-7-article-6-co-design-for-curriculum-planning-a-model-for-professional-development-for-high-school-teachers/593858/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-7-article-6-co-design-for-curriculum-planning-a-model-for-professional-development-for-high-school-teachers/593858.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core purpose of the paper?","Question",{"text":112,"@type":113},"The paper investigates and tests a model for teacher professional development called co-design for curriculum planning, developed through partnership with secondary school teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the model work in practice?",{"text":117,"@type":113},"External facilitators collaborate with teachers to jointly design curriculum plans for an entire term of student work, using a design thinking framework to challenge existing practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the paper provide about outcomes?",{"text":121,"@type":113},"The paper presents preliminary results from a design-based research study involving co-design with digital technologies teachers across two Australian secondary schools, indicating high-quality professional development for 21st century learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593858,1792192708,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 7 | Article 6 |\n| --- | --- |\n| 2019\u003Cbr>Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers\u003Cbr>Nick Kelly\u003Cbr>Queensland University of Technology, [nick.kelly@qut.edu.au](nick.kelly@qut.edu.au)\u003Cbr>Natalie Wright\u003Cbr>Queensland University of Technology, [n.wright@qut.edu.au](n.wright@qut.edu.au)\u003Cbr>Les Dawes\u003Cbr>Queensland University of Technology, [l.dawes@qut.edu.au](l.dawes@qut.edu.au)\u003Cbr>Jeremy Kerr\u003Cbr>Queensland University of Technology, [jeremy.kerr@qut.edu.au](jeremy.kerr@qut.edu.au)\u003Cbr>Amanda Robertson\u003Cbr>Queensland University of Technology, [a28.robertson@qut.edu.au](a28.robertson@qut.edu.au) |  |\n\nRecommended Citation  \nKelly, N., Wright, N., Dawes, L., Kerr, J., & Robertson, A. (2019). Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers. Australian Journal of Teacher Education, 44 (7).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss7/6](https://ro.ecu.edu.au/ajte/vol44/iss7/6)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss7/6](https://ro.ecu.edu.au/ajte/vol44/iss7/6)  \nAustralian Journal of Teacher Education  \nCo-Design For Curriculum Planning: A Model For Professional Development For High School Teachers  \nNick Kelly  \nNatalie Wright  \nLes Dawes  \nJeremy Kerr  \nAmanda Robertson  \nQueensland University of Technology  \nAbstract: This paper describes a model for teacher professional  \ndevelopment as co-design for curriculum planning in which  \nfacilitators with design and pedagogical expertise iteratively work  \nwith groups of secondary school teachers, one school at a time, to  \nplan whole terms of work, as a form of teacher professional  \ndevelopment. It contains preliminary results from a design-based  \nresearch study involving co-design with digital technologies teachers  \nin two Australian secondary schools. It describes two phases of  \ndesign involving workshops, strategies and instruments that work to  \nfacilitate effective co-design with teachers. Results from this pilot  \nstudy suggest that the co-design for curriculum planning model leads  \nto high quality teacher professional development for 21st century  \nlearning.  \nKeywords: teacher professional development, co-design, design thinking, 21st century skills, teacher education, digital technologies, STEM teacher, rural teachers, design-based research, teacher support, secondary school education  \nIntroduction  \nTeacher professional development (TPD)—elsewhere referred to as continuing professional development or formal professional learning—refers to the many different ways in which teachers are able to actively develop their skills throughout their professional life (Craft, 2002; M. M. Kennedy, 2016) . Yet despite research that defines and characterises quality teacher professional development (e.g., Avalos, 2011; Borko, 2004; Wayne, Yoon, Zhu, Cronen, & Garet, 2008) there remains frequent occurrence within Australia of what Darling-Hammond and Richardson (2009) refer to as “the drive-by workshop model of the past”(p. 46) 1 which is characterised by one-off workshops that: (a) are not tailored to teacher or school context; (b) do not maintain a relationship with teachers beyond the duration of the workshop; and (c) only superficially respect the experiences and knowledge that each teacher brings to the workshop. In contrast to such drive-by workshops are instances of professional  \n1 This claim is based upon anecdotal evidence due to a lack of research into Australian teacher professional development. Registers ofthe professional development available to Australian teachers can be found in each of the teaching jurisdictions, however a broad analysis of the quality of these programs has not been conducted.  \nVol 44, 7, July 2019 84  \nAustralian Journal of Teacher Education  \ndevelopment that respect teacher autonomy, help teachers to develop relationships wit","cbCaijUCyERVEtGW","https://ap.wps.com/l/cbCaijUCyERVEtGW","pdf",742991,25,"English","# Introduction\n## Teacher professional development and limitations of drive-by workshops\n## Need for quality professional development and computational thinking\n## Proposed model: co-design for curriculum planning","[{\"question\":\"What is the core purpose of the paper?\",\"answer\":\"The paper investigates and tests a model for teacher professional development called co-design for curriculum planning, developed through partnership with secondary school teachers.\"},{\"question\":\"How does the model work in practice?\",\"answer\":\"External facilitators collaborate with teachers to jointly design curriculum plans for an entire term of student work, using a design thinking framework to challenge existing practices.\"},{\"question\":\"What evidence does the paper provide about outcomes?\",\"answer\":\"The paper presents preliminary results from a design-based research study involving co-design with digital technologies teachers across two Australian secondary schools, indicating high-quality professional development for 21st century learning.\"}]","Australian Journal of Teacher Education - Issue 7 - Article 6 - Co-Design for Curriculum Planning: A Model for Professional Development for High School Teachers | PDF",1792078051,63]