Teacher agency over curriculum and professional learning: Lock-step,

A group of International Baccalaureate Physics teachers collaborated online across contexts, exercising collective agency over curriculum and professional learning. Teaching “lock-step” enabled knowledge sharing, accountability, and some individual adaptation. Implications include the potential benefits of lock-step norms for educational reforms and the value of teacher choice and voice in learning communities.

Citation
Wild, A., Galosy, J.A., Kagle,M., Gillespie, N., & Rozelle, J.J. (2018) Teacher agency over curriculum and professional learning: Lock-step, Journal of Professional Capital and Community, 3(4), pp.306-320.