In this study we describe our Teachers as Design-Researchers approach for in-service teacher learning and professional development. Based on this approach we designed a series of three semester-long courses in order to support teachers in the process of (a) developing a technology-enhanced learning environment, (b) enacting it with learners, and (c) exploring its impact in various contexts. We studied the relevancy that teachers attributed to "design" and "design-research" with regard to their professional practice. Findings indicate that as teachers' progressed through the three courses a dramatic increase was found, with "design-research" evolving into a major construct in their professional identity.
|Title of host publication
|Proceedings of the 9th Chais conference on instructional technologies research
|Place of Publication
|Number of pages
|Published - 11 Feb 2014