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Emerging digital technologies offer a transformative potential to redefine learning tasks and many examples of this potential are now available. The scaling of the innovative pedagogies emerging from the research into widespread and sustainable practice, however, remains problematic. This paper addresses the issue of scaling by using Design Based Research (DBR), also known as Educational Design Research, within teacher professional development to reposition teachers' thinking about the place of digital tools in their teaching. Using a project seeking to support the use of new digital technologies to develop children's spatial reasoning as a 'worked example', this paper highlights how the bringing together of the knowledge of educational research and knowledge of teaching practice in DBR can provide a catalyst for epistemic change. The paper will argue that DBR positions the knowledge and practice objects of both research and teaching as 'epistemic' or 'not yet known' objects and, therefore, the legitimate focus of experimentation and reflection. [ABSTRACT FROM AUTHOR]

Teachers working to transform classrooms towards equity and justice must resist the continual press of dominant culture, which seeks to reproduce longstanding arrangements of inequity and injustice. Little is known about the learning that supports teachers in this resistance. This article offers the Teacher Learning for Transformation (TLT) framework, which is built from two theoretical pillars: Wenger's articulation of four aspects of learning in Communities of Practice: meaning, practice, identity, and community; and Holland et al.'s notion of Figured Worlds. The resulting conceptualisation of TLT is a holistic view of multiple aspects of teachers' learning, which are embedded in and mediated by socio-historical and socio-cultural contexts. I offer an illustrative example of an articulation of the framework to support research on teacher learning towards transformation in a particular context. I comment on ways in which the framework might support further research and design of professional development which aims to support transformative learning towards greater justice in classrooms. [ABSTRACT FROM AUTHOR]