#951: Dialogue, Design, and Reflect: Partnering with Teachers to Transform Education

Teachers have the potential to be transformational agents of change. And yet, fewer accounts from practice illuminate the process of teachers becoming transformational agents. In this paper, we present a composite counterstory developed with six high school teachers to demonstrate how they and their colleagues evolved as transformational intellectuals through their participation in professional activities over the years, including inquiry-based teacher professional development (PD) sessions, co-designing a justice-oriented computing program, and reflecting on their experiences. Drawing from thematic qualitative analysis of video recordings of five reflective sessions with teachers at the end of a three-year-long codesign work, we answer: How did teachers develop as transformational intellectuals through co-designing a justice-oriented computing curriculum alongside inquiry-based professional development and reflective practice? The counterstory highlights themes that emerged from the analysis, showing that teachers developed trusted relationships, agency, and solidarity through critical historical analysis and reflectivity.