#204: Curricular Co-Design as Professional Development: Transformations in History Teachers’ Learning and Practice

This paper reports on findings from a research-practice partnership that co-designed, piloted, and iterated on discussion-based world history lessons. Drawing on survey responses from design teachers (n=11) across two years, we identify that participation shaped three interconnected areas of teacher learning: (1) sustained shifts in instructional practices towards integrating classroom discussion, (2) growth in expertise and confidence as discussion facilitators, and (3) expanded professional identity and agency as mentors and leaders. In addition, the importance of collaboration and relationships was strongly emphasized by all participants across both years, and analysis suggests that this was the key factor anchoring the co-design process.