How the structure and focus of teachers' collaborative activities facilitate and constrain teacher learning
TATE Volume 26, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.