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The partnership involved 450 novice teachers from an urban school division, a practitioner-research university team, and the provincial government. Across and between five professional learning sessions, the study analyzes collaborative, collective, and connected work to progressively improve designs. A digital audit trail and video cases support discourse and continuous reflection.",{"@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/volume-4-7-4-special-issue-2021-advancing-knowledge-creation-in-education-through-tripartite-partnerships/598257/",{"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/volume-4-7-4-special-issue-2021-advancing-knowledge-creation-in-education-through-tripartite-partnerships/598257.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To highlight how a tripartite partnership improves and strengthens novice teachers’ pedagogical designs through design-based professional learning guided by knowledge building/knowledge creation principles.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the tripartite partnership?",{"text":117,"@type":113},"The partnership involved 450 novice teachers from an urban school division, a practitioner-research university team, and the provincial government.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the program support teachers’ ongoing improvement?",{"text":121,"@type":113},"It used a design-based approach during and between five professional learning sessions, supported by a digital audit trail and video cases to enable knowledge-building discourse and continuous reflection on refinements.","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},598257,1792940778,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Volume 4 7 (4) Special Issue 2021  \nAdvancing Knowledge Creation in Education Through Tripartite Partnerships  \nFaire progresser la création de connaissances dans l'éducation grâce à des partenariats tripartites  \nSharon Friesen, University of Calgary Barbara Brown, University of Calgary  \nAbstract  \nThe purpose of this paper is to highlight the work of one tripartite partnership with stakeholders to improve and strengthen novice teachers’ pedagogical designs using design-based professional learning guided by the principles of knowledge building/knowledge creation. The tripartite partnership involved 450 novice teachers from an urban school division, a practitioner-research university team, and the provincial government. Using a design-based approach during and in between five professional learning sessions, this study analyzed the ways in which teachers worked in collaborative, collective, and connected ways to progressively improve pedagogical designs for collective knowledge building. The community used a digital audit trail and video cases to engage in knowledge building discourse, and to keep track of and continually reflect on progressive improvements and refinements to their pedagogical designs. Design-based professional learning, informed by the 12 principles of knowledge building/ knowledge creation, provided novice teachers with a process to: understand teaching practice as the site for progressively improving and refining pedagogical designs ; accept all participants as legitimate contributors and support each other in idea improvement ; make use of authoritative sources; contribute to collective knowledge advancement using artefacts and evidence from practice; and understand that teacher knowledge building/creation requires a supportive community.  \nKeywords: Design-based professional learning; Professional learning; Design-based research; Knowledge building ; Knowledge creation ; Teacher induction  \nCJLT/RCAT Vol. 47 (4)  \nRésumé  \nL'objectif de cet article est de mettre en évidence le travail d'un partenariat tripartite pour améliorer et renforcer les conceptions pédagogiques des enseignantes et des enseignants novices par l’intermédiaire d'un apprentissage professionnel basé sur le design et guidé par les principes decoélaboration/création de connaissances. Le partenariat tripartite impliquait 450 enseignantes etenseignants novices d'une division scolaire urbaine, une équipe universitaire de recherche-intervention, et le gouvernement provincial. En utilisant une approche basée sur le design pendant et entre cinq sessions d'apprentissage professionnel, cette étude a analysé les façons dont les enseignantes et lesenseignants ont travaillé de manière connectée, collaborative et collective pour améliorer peu à peu leurs designs pédagogiques à des fins de coélaboration de connaissances collectives. La communauté a utilisé un outil de monitorage de traces numériques et des cas vidéo pour s'engager dans un discours decoélaboration de connaissances ainsi que pour suivre et réfléchir continuellement aux améliorations et aux raffinements à apporter à leurs designs pédagogiques. L'apprentissage professionnel basé sur le design, informé par les 12 principes de coélaboration/création de connaissances, a fourni aux enseignantes et aux enseignants novices un processus afin de mieux comprendre leur pratique  \nd'enseignement en tant que lieu d’amélioration et de raffinement de leurs designs pédagogiques ; d’accepter tous les participants en tant que contributeurs légitimes qui se soutiennent mutuellement dans l'amélioration de leurs idées, utilisent des sources faisant autorité, contribuent à l'avancement des connaissances collectives en utilisant des artefacts et des appuis tirés de leurs pratiques ; et comprennent que la coélaboration/création de connaissances par des enseignantes et des enseignants passe par une communauté de soutien.  \nMots clés : apprentissage professionnel basé sur le design ; apprentissage professionnel ;","cbCaicCPS7H0ID4X","https://ap.wps.com/l/cbCaicCPS7H0ID4X","pdf",119140,18,"English","# Abstract\n# Introduction and Context\n# Advancing Knowledge Creation in Education Through Tripartite Partnerships","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To highlight how a tripartite partnership improves and strengthens novice teachers’ pedagogical designs through design-based professional learning guided by knowledge building/knowledge creation principles.\"},{\"question\":\"Who participated in the tripartite partnership?\",\"answer\":\"The partnership involved 450 novice teachers from an urban school division, a practitioner-research university team, and the provincial government.\"},{\"question\":\"How did the program support teachers’ ongoing improvement?\",\"answer\":\"It used a design-based approach during and between five professional learning sessions, supported by a digital audit trail and video cases to enable knowledge-building discourse and continuous reflection on refinements.\"}]","Volume 4 7 (4) Special Issue 2021 - Advancing Knowledge Creation in Education Through Tripartite Partnerships | PDF",1792086584,45]