The "Preparing the Learning New Teacher Workforce to Foster Deeper Learning" project is an innovative research initiative funded by the Hewlett Foundation and led by a dedicated team at the University of California, Santa Barbara (UCSB) in collaboration with the SCALE group. This project aims to transform teacher education by integrating Deeper Learning Modules (DLMs) which is developed by the SCALE group into pre-service teacher preparation programs. By equipping future educators with the skills to foster critical thinking, problem-solving, and real-world application, the project seeks to improve student learning outcomes in K-12 classrooms.

Building upon findings from Phase 1, this study enters Phase 2, which seeks to explore how DLMs impact faculty teaching practices, teacher candidate preparation, and institutional adoption. Phase 1 provided an initial understanding of DLM implementation through surveys, interviews, and focus groups, revealing insights into faculty engagement and instructional usability. However, deeper questions remain about how these modules influence teaching and learning in meaningful, lasting ways.

To address these questions, Phase 2 expands data collection efforts, adding case studies and observational research to examine DLMs' impact at a community of practice level. The overarching goal is to provide evidence-based strategiesfor scaling deeper learning in teacher education and ensuring future educators are prepared for the evolving needs of 21st-century classrooms.

This study is guided by two theoretical frameworks:

  • The People-Tools-Organizations Model (Peck, 2021) – which examines how faculty and candidates interact with DLMs within different teacher education program structures.
  • The Adaptive Expertise Framework (Hatano & Inagaki, 1986; Hammerness et al., 2005) – which explores how faculty and candidates develop expertise through deliberate practice using deeper learning methods.

Through these lenses, the study seeks to answer key questions, including:

  • How have DLMs been integrated into teacher education programs?
  • How do faculty members’ perceptions and instructional practices evolve with DLM adoption?
  • What impact do DLMs have on teacher candidates’ learning and classroom implementation?
  • How do policies at the state, university, and program levels affect the uptake of deeper learning practices?
  • What role do communities of practice play in supporting deeper learning expertise?

To answer these questions, the study employs a mixed-methods research approach, utilizing:

  • Surveys (administered across multiple time points) to measure faculty and candidate engagement with DLMs.
  • Interviews and focus groups with faculty, teacher candidates, and stakeholders to explore instructional strategies and adoption barriers.
  • Case studies of four teacher education programs, incorporating observations and artifact analysis (lesson plans, instructional materials).

By the project's conclusion in September 2025, this research will provide concrete recommendations for improving teacher education programs. Findings will contribute to national conversations on teacher preparation, policy development, and instructional innovation, ultimately enhancing the readiness of new educators to implement deeper learning strategies in diverse classroom settings.

For more information and updates on the project, visit our Research & Innovation in Teacher Education page at UCSB.