Co-design of innovations with teachers: definition and dynamics

Abstract

Researchers in the learning sciences have explored a collaborative approach to developing innovations that fit into real classroom contexts. Co-design relies on teachers' ongoing involvement with design of educational innovations. To date, investigators have described the application and results of co-design, but have not defined the process nor explored how it plays out over time. In this paper, we define co-design, suggest seven key process components, and use data from interviews to illustrate how dynamic tensions in the process can unfold over time.