A multiple case study has been carried out of four teacher groups who engaged in collective lesson design, observation, and reflection to support their professional learning. The teacher groups... Show moreA multiple case study has been carried out of four teacher groups who engaged in collective lesson design, observation, and reflection to support their professional learning. The teacher groups were examined on what and how they learned from their collaboration over time. For each meeting, teachers’ learning logs and transcripts were analysed. The results show that the groups differed in the amount, consistency, and stability of self-reported learning outcomes throughout the meetings. Differences between groups also relate to the number and type of dialogic moves between the teachers within each group. A main conclusion includes that challenging each other in their dialogues supported teachers’ learning. Additional explanations of learning outcomes relate to teachers’ collective participation and facilitation in the group. Show less
This dissertation focuses on teacher professional learning and collaboration in secondary schools. Collegial collaboration is a widely acknowledged learning environment for teachers, in both... Show moreThis dissertation focuses on teacher professional learning and collaboration in secondary schools. Collegial collaboration is a widely acknowledged learning environment for teachers, in both research and policy, and collaborative initiatives are purposefully organized in secondary schools. Yet, insights into the context-dependent nature of teacher collaboration and the relation between collaboration and learning are lacking. Four studies were conducted, including one literature study, one large-scale questionnaire study and two multiple case studies, both cross-sectional and longitudinal. Together, the studies provide insights into how teachers collaborate, what factors influence collaboration, and how collaboration supports teacher learning. The results of this dissertation point to one school factor that has a direct and long-term effect: The integration of learning and collaboration initiatives by actively promoting, coordinating, and facilitating them in school. This dissertation furthermore shows how the course and the learning potential of short-term collaboration initiatives depend on the existence of a collaborative school culture. Collective reflection on teaching and student learning, design of lessons, and experimentation promote teacher learning, but adequate support is essential. Lastly, this dissertation indicates that challenging each other in dialogues is promising, although teachers’ continuity in participation and shared leadership in the group seem decisive in promoting teacher learning. Show less
In order to support professional development of their teachers 14 Dutch secondary schools developed and implemented a series of interventions. The concept of School as Professional Learning... Show moreIn order to support professional development of their teachers 14 Dutch secondary schools developed and implemented a series of interventions. The concept of School as Professional Learning Community was used to frame these school interventions. Data were collected through project documents, interviews with school principals and project leaders, group interviews with teachers and focus groups with project leaders. Interventions can be grouped into five clusters: 1) Shared school vision on learning; 2) Professional learning opportunities for all staff; 3) Collaborative work and learning; 4) Change of school organisation, and 5) Learning leadership. Interventions aimed at teacher-leaders, team leaders and school principals were relatively rare. Interventions belonging to the clusters Professional learning opportunities and Collaborative work and learning were the ones most frequently mentioned including formal and informal teacher groups working and learning together. In general, we conclude that the more embedded an intervention was in the organisation and culture of a school, the more sustainable it appeared to be. Show less
Teacher collaboration in secondary schools can form a fruitful context for teacher professional learning. The aim of this study is to understand collaboration in teacher groups given their teacher... Show moreTeacher collaboration in secondary schools can form a fruitful context for teacher professional learning. The aim of this study is to understand collaboration in teacher groups given their teacher characteristics and school context. Using a cross case design, we study different teacher groups in multiple contexts. The findings confirm results of other studies on teacher collaboration, which argue that short-term collaboration initiatives are depending on the prior existence of collaborative cultures. Deprivatisation of practice provides opportunities to support professional learning in teacher groups, although more support is needed, especially when this is new to teachers. Show less
