The Impact of Collaborative Teacher Teaming on Teacher Learning
Schools have organized professional learning communities to support teacher learning and hopefully student achievement. An investigation of these learning communities may provide a description of professional teacher learning and suggest implications and implementation processes. The following question guided this inquiry: In collaborative groups, what learning is recognized by teachers and what do teachers think facilitates that learning? The qualitative study investigated how teachers that participate in collaborative teams describe the learning process. The teachers responded to interview questions following observations of team meetings. The findings reveal what teachers perceive about their learning. The findings suggest the qualities of the learning situations for the teachers, the learning as recognized by the teachers, and the changes in practices that the teachers implemented in the classroom. The study implies and/or suggests processes and procedures to guide and enhance teacher learning in collaborative groups.
collaborative learning, teacher education, educational leadership, Education, Educational Administration and Supervision, Teacher Education and Professional Development
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