Co-designing around problems of practice in teacher professional learning

We investigate teacher professional learning in a co-design context, analyzing the problems of practice that arise as a teacher learns to facilitate dialogic class discussions. Employing case study methodology, we analyze how a teacher and researcher engaged in collective meaning-making in a co-design context. The nature of the teacher's problems of practice evolved from addressing student misconceptions to promoting student-to-student questioning to leveraging students as resources for each other. We conclude with a discussion of the evolution of the teacher's problems of practice, the changes in her instructional practice, and the features of the co-design context that supported teacher learning.