How the Structure and Focus of Teachers' Collaborative Activities Facilitate and Constrain Teacher Learning

This article was published in Teaching and Teacher Education,
Vol number 26, Issue 3, Author(s): Thomas H. Levine and Alan S. Marcus, “How the Structure and Focus of Teachers' Collaborative Activities Facilitate and Constrain Teacher Learning”, Pages 389-398, Copyright Elsevier (April 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 socio-cultural 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.