Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. This context provides teachers with unique learning opportunities as they directly take part in district-level instructional improvement work. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning over the course of the first year of a multiyear RPP which involves a group of elementary teachers and a team of researchers from a local university. Findings reveal shifts in three areas: teacher reasoning about relevant problems of practice, teacher contributions, and teacher roles. These findings not only shine a light on the nature of teacher RPP participation, but they also highlight how RPPs can be a context for teacher learning.
Akgul, E. S. & Castro Superfine, A. (2023, June). Analyzing teacher learning in a research practice partnership. Paper presented at the International Society of the Learning Sciences Annual Conference, Montreal, Canada.