Developing teachers' collective learning: Collective learning from success as perceived by three echelons in the school system

    Research output: Contribution to journalArticlepeer-review

    9 Scopus citations

    Abstract

    As both researchers and school faculty members explore ways to develop collective learning in schools, this qualitative, topic-oriented study examines teacher leaders', principals', and superintendents' perceptions about the notion of teachers' collective learning from their successful practices. Face-to-face interviews were conducted with 65 teacher leaders and their respective principals (65) and superintendents (61). Generating themes was an inductive process, grounded in the various perspectives articulated by participants. Participants argued that in contrast to collective learning processes to solve problems and overcome failures, collective learning from teachers' successful practices requires a deliberate and conscious shift in mental models with regard to collaborative learning in schools. This study sheds light as to whether this collective learning process can nurture teachers' interactive professionalism.

    Original languageEnglish
    Pages (from-to)60-74
    Number of pages15
    JournalInternational Journal of Educational Research
    Volume56
    DOIs
    StatePublished - 2012

    Keywords

    • Collective learning
    • Learning from success
    • Professional development

    Fingerprint

    Dive into the research topics of 'Developing teachers' collective learning: Collective learning from success as perceived by three echelons in the school system'. Together they form a unique fingerprint.

    Cite this