Teacher Design Research: An Emerging Paradigm for Teachers’ Professional Development

This chapter presents a new approach to teachers’ professional development called Teacher Design Research (TDR), whose goal is to promote the growth of teachers as adaptive experts. The premise of the TDR approach is that the involvement of teachers in long-term cycles of design research (Kelly, 2003, 2004) may have the potential to promote profound learning of content, encourage their adaptive expertise in the classroom, and prompt them to rethink their beliefs and practices.