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Manuscript deadline
01 July 2020

Cover image - Cognition and Instruction

Cognition and Instruction

Special Issue Editor(s)

Susan R. Goldman, University of Illinois at Chicago
[email protected]

Cindy Hmelo-Silver, Indiana University
[email protected]

Eleni Α. Kyza, Cyprus University of Technology
[email protected]

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Teacher-Researcher Collaborations as Contexts for Learning

This special issue invites research that focuses on the professional learning that happens for teachers and/or researchers when they collaborate on designing learning environments. Central questions of interest concern: What do teachers and researchers learn from each other, how, and why? What kinds of activities and opportunities support what kinds of learning and for whom? How does technology afford and constrain teacher – researcher collaboration?


Over the past decade, standards and assessments of student achievement around the world increasingly emphasize knowledge and skills that require teachers to appropriate pedagogies other than transmission models, exemplified in traditional questioning methods such as Initiate-Respond-Evaluate (IRE; Mehan, 1979) and/or memorization of static bodies of knowledge (see for discussion Goldman, et al., 2016). Rather, pedagogy needs to engage students in developmentally appropriate forms of authentic disciplinary practices (e.g., Goldman, 2018). Researcher-developed curriculum materials and instructional designs intended to promote such pedagogical models have been insufficient to accomplish widespread change in teachers’ pedagogies (Matuk, et al., 2016; Remillard, 2000; Schneider, et al. 2005; Stein, et al., 2008; Voogt, et al., 2015; Voogt, et al., 2016). Even when accompanied by professional development, teachers’ implementations often reflect assimilation into the existing instructional practices. This is perhaps not so surprising considering that teachers are products of the very same educational systems that need to change. Achieving these new goals for students requires capacity-building: Teachers need opportunities to learn to teach differently than they were taught themselves. Teacher capacity-building research suggests that teachers’ opportunities to learn need to be abundant, diverse, and ongoing professional learning experiences. Examples of such experiences include exploring their own learning and implications for teaching, modeling targeted pedagogical approaches, engaging in self-reflection on their instructional practices, and working with colleagues to implement curriculum designs and materials that support students’ active inquiry (Huinker & Bill, 2017; Kennedy, 2016; Kyza & Georgiou, 2014; Lieberman & Mace, 2010; Schoenbach, et al., 2016; Yoon, et al., 2017; Zech, et al., 2000). Over the past decade, a powerful context for capacity-building has emerged: Collaborative co-design among teachers and researchers (Gomez, Kyza & Mancevice, 2018; Svihla, 2010; Svihla & Reeve, 2016; Zech, et al., 2000).

Focus of the Special Issue

Teacher-researcher collaborations are providing new understandings of how teachers learn as well as how and what researchers learn from engaging with the problems of practice that arise in inquiry learning environments. Working together, teachers and researchers may learn to “see” and interpret structural affordances and constraints in new ways. More broadly, teachers and researchers can learn about how each other thinks about these and other issues. This special issue focuses on the learning that happens when teachers and researchers collaborate on co- design of learning environments. This focus is intended to expand questions about learning beyond students, to those who teach and those who research teaching and learning. Of interest is not only how and why teachers learn but how collaborative design repositions teachers with respect to ownership of designs as well as the responsiveness of designs to problems of practice. Likewise, teacher-researcher collaborations afford learning opportunities for researchers to broaden, deepen, and re-orient their assumptions and approaches to design, implementation, and both the forms and functions of learning. With increased recognition of the context-specificity of instruction and the need for flexibility and principled adaptation in design and implementation, the field needs a better understanding of the role of collaborative design in building teachers’ and researchers’ capacities to engage in this work. Teacher-researcher collaborations as contexts for learning pose a number of challenges. Of interest are questions regarding the nature of these challenges, how they arise, and how they are negotiated. Another topic of interest concerns the roles that various technologies can play in bridging space and time to facilitate collaborative design, create records of design and implementation processes, and support discussions and inquiry among teachers and researchers (See Hmelo-Silver, et al., 2016; Jeong & Hmelo-Silver, 2016). This special issue presents an opportunity to bring together an international body of exciting research on learning as it occurs in teacher-researcher design collaborations. We encourage you to consider submitting your work.

Looking to Publish your Research?

We aim to make publishing with Taylor & Francis a rewarding experience for all our authors. Please visit our Author Services website for more information and guidance, and do contact us if there is anything we can help with!

Submission Instructions

We are currently soliciting abstracts for proposed papers for the special issue. Abstracts should be no longer than 500 words and be accompanied by up to six keywords.


Announcement of Special Issue: May 7, 2020
Deadline for submission of Abstract: July 1, 2020
Invited authors informed: August 1, 2020
Full paper deadline: February 1, 2021
Request revisions: April 1, 2021
Final manuscripts due: May 14, 2021

Please send abstracts and keywords to all guest editors via email no later than July 1, 2020:
[email protected], [email protected], [email protected].

Please put “Abstract Cognition & Instruction” in the subject field.

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