You are here:

How the structure and focus of teachers' collaborative activities facilitate and constrain teacher learning
ARTICLE

,

TATE Volume 26, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

What kinds of teacher collaboration are most likely to improve what teachers—and, ultimately, students—learn during their time in school? This study looks within and across different collaborative activities that occurred among one teacher team. Observational data analyzed through a sociocultural theoretical framework suggest how the structure and intended focus of collaborative activity can influence (1) how often and how concretely teachers discuss their teaching with colleagues; (2) which aspects of schooling collaboration will address; and (3) what opportunities for teacher learning are afforded and constrained. Intentionally focusing and structuring teachers' collaborative activity can improve its impact on schooling.

Citation

Levine, T.H. & Marcus, A.S. (2010). How the structure and focus of teachers' collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education: An International Journal of Research and Studies, 26(3), 389-398. Elsevier Ltd. Retrieved January 18, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2009.03.001

Keywords