Collaborative teacher learning: individual and shared perceptions

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.