#278: Infrastructuring Inquiry and Inclusion at Scale in (Re)Design of Teacher Education

This study explores how colleges of education can support, at scale, faculty design practices that enact values of inquiry and inclusion within (re)design of teacher education. Through longitudinal analysis of a networked improvement community (Bryk et al., 2011) of 15 colleges of education focused on integrating computational and digital literacies, we explore diverse approaches utilized by network organizers to infrastructure (Penuel, 2019) a culture of inquiry and inclusion in teacher education (re)design.