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

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• 作者：J.J. Doppenberg^a ; ^b ; ^{j.doppenberg@gmail.com} ; P.J. den Brok^b ; ^{p.j.d.brok@tue.nl} ; A.W.E.A. Bakx^a ; ^b ; ^{a.bakx@fontys.nl}
• 关键词：Collaborative teacher learning ; Foci of collaboration ; Primary education ; Collaborative learning activities ; Learning outcomes
• 刊名：Teaching and Teacher Education
• 出版年：2012
• 期刊代码：116_0742051x
• 类别：soc
• 出版时间：August, 2012
• 卷：28
• 期：6
• 页码：899-910
• 文件大小：274 K

摘要

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.