ABSTRACT
Teachers’ practices are embedded within complex institutional, policy, and educational infrastructure contexts. Teacher learning for the implementation and scaling of curriculum and pedagogical innovations involve changing teaching practices, which must also address the tensions that arise between the emerging teaching and learning practices and the established standards and process encapsulated in established infrastructures. The MultiLevel MultiScale (MLMS) model of connected learning provides a framework for the analysis and design of the organizational environment to support teacher learning and infrastructural co-evolution. The framework aims at achieving scalable curriculum and pedagogical innovations that cater to the equity of participation and influence in the change process. This chapter reports on a series of three DBIR projects designed according to the MLMS model that aimed to foster teachers’ capacity to design and implement STEM curriculum units that adopt self-directed learning as its pedagogy and engage students in inquiry topics that involve the application of knowledge and skills from more than one STEM subject. It then presents analyses on the changes in teachers’ practices and the organizational environment in one case study school to investigate the viability and value of the MLMS model.
