#852: Agentic Synthesis in Professional Development: How Teachers Recontextualize Knowledge by Creating Mini-courses for Peer Teacher Learning?

This study examines how teachers learn through designing mini-courses for peers on a collaborative online platform. Grounded in theories of Knowledge Building and teacher agentic synthesis, it conceptualizes teacher learning as recontextualization of personal, professional, and contextual knowledge into instructional designs. Using qualitative case-study methods, the study analyzes two teachers’ mini-course artifacts, reflections and peer feedback. The preliminary findings show that teachers learning emerged through contextually situated goals, problems of practice, and iterative design.