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Collaborative teacher learning across foci of collaboration: Perceived activities and outcomes
ARTICLE

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TATE Volume 28, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and learning outcomes to occur in their collaboration with colleagues. Moreover, the focus of collaboration explained a considerable amount of between-schools differences in teachers' reported learning activities and learning outcomes. These results suggest that the school context and the focus of collaboration are related and that these both influence collaborative teacher learning.

Citation

Doppenberg, J.J., den Brok, P.J. & Bakx, A.W.E.A. (2012). Collaborative teacher learning across foci of collaboration: Perceived activities and outcomes. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 899-910. Elsevier Ltd. Retrieved February 19, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 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.2012.04.007

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