Teacher professional transformation using learning by design: A case study

Abstract

This case study of a senior teacher in an Australian high school describes the story of her professional transformation through involvement in the Learning by Design milieu. In so doing, it demonstrates how a pedagogical intervention under particular conditions can transform the learning of students and lead to deep learning. This article highlights the value that the skilled use of Learning by Design pedagogies, in combination with inclusive multimodal tools, can bring to improving education outcomes of all students. It also adds to the literature concerning the impact of researchers who work closely with educators to develop them as teacher-researchers. In so doing, it builds capacity in staff to then design learning that fosters a sense of belonging in the learning that in turn, improves the learning outcomes for their students.