Collaborative teacher learning: individual and shared perceptions

Jannet Doppenberg

Collaborative teacher learning: individual and shared perceptions

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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Abstract

This study aimed to obtain a detailed and diverse picture of collaborative teacher learning during moments perceived by
teachers as powerful for learning. A case study was conducted, within which primary school team meetings were observed
across a period of eight months. In addition, questionnaires and interviews were conducted with participating teachers
regarding the learning moments in the particular meetings. Results showed that the collaborative teacher learning
processes varied depending on the collaborative activity observed and the degree of agreement and recognition between teachers with regard to the topic interacted on. Four types of interactions could be identified, with different interaction processes and different patterns of individual learning processes. These patterns concerned both observable and non observable activities as well as outcomes. Moreover, teachers’ individual learning processes showed similarities as well as differences.

Original language	English
Title of host publication	The 17th biennial conference of EARLI
Place of Publication	Tampere
Number of pages	26
Publication status	Published - 2017
Externally published	Yes
Event	the 17th biennial conference of EARLI - Tampere, Finland Duration: 29 Aug 2017 → 2 Sep 2017

Conference

Conference	the 17th biennial conference of EARLI
Country	Finland
City	Tampere
Period	29/08/17 → 2/09/17

Access to Document

Conference

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title = "Collaborative teacher learning: individual and shared perceptions",

abstract = "This study aimed to obtain a detailed and diverse picture of collaborative teacher learning during moments perceived byteachers as powerful for learning. A case study was conducted, within which primary school team meetings were observedacross a period of eight months. In addition, questionnaires and interviews were conducted with participating teachersregarding the learning moments in the particular meetings. Results showed that the collaborative teacher learningprocesses varied depending on the collaborative activity observed and the degree of agreement and recognition between teachers with regard to the topic interacted on. Four types of interactions could be identified, with different interaction processes and different patterns of individual learning processes. These patterns concerned both observable and non observable activities as well as outcomes. Moreover, teachers{\textquoteright} individual learning processes showed similarities as well as differences.",

author = "Jannet Doppenberg",

note = "Powerpoint presentation. ; the 17th biennial conference of EARLI ; Conference date: 29-08-2017 Through 02-09-2017",

year = "2017",

language = "English",

booktitle = "The 17th biennial conference of EARLI",

}

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AB - This study aimed to obtain a detailed and diverse picture of collaborative teacher learning during moments perceived byteachers as powerful for learning. A case study was conducted, within which primary school team meetings were observedacross a period of eight months. In addition, questionnaires and interviews were conducted with participating teachersregarding the learning moments in the particular meetings. Results showed that the collaborative teacher learningprocesses varied depending on the collaborative activity observed and the degree of agreement and recognition between teachers with regard to the topic interacted on. Four types of interactions could be identified, with different interaction processes and different patterns of individual learning processes. These patterns concerned both observable and non observable activities as well as outcomes. Moreover, teachers’ individual learning processes showed similarities as well as differences.

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