NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ872962
Record Type: Journal
Publication Date: 2010-Apr
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
How the Structure and Focus of Teachers' Collaborative Activities Facilitate and Constrain Teacher Learning
Levine, Thomas H.; Marcus, Alan S.
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n3 p389-398 Apr 2010
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. (Contains 4 tables and 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A