Approaches to studying teacher collaboration for instructional improvement: A review of literature |
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| Affiliation: | 1. Department of English, Korea Military Academy, Seoul, South Korea;2. Department of English Education, Chung-Ang University, Seoul, South Korea;1. Department of Educational Studies, College of Education, Purdue University, 5152 Steven C. Beering Hall of Liberal Arts, 100 University St., West Lafayette, IN, 47907, USA;2. Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, East Lansing, MI, 48824, USA;3. Department of Mathematics, College of Science, Purdue University, 702 Mathematical Science Building, 150 N. University Street, West Lafayette, IN, 47907, USA;4. School of Engineering Education, Purdue University, 516 Northwestern Ave, West Lafayette, IN, 47906, USA;5. Department of Curriculum and Instruction, College of Education, Purdue University, 3142 Steven C. Beering Hall of Liberal Arts and Education, 100 N. University Street, West Lafayette, IN, 47907, USA |
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| Abstract: | While prior literature reviews provide insights into the characteristics and outcomes of teacher collaboration, they minimally address the theories and methods undergirding studies. However, these factors profoundly shape research, including how meaning is drawn from findings. Foregrounding theory and methods, this review examines approaches to studying teacher collaboration for instructional improvement. The 43 reviewed publications illustrate that while research on teacher collaboration is methodologically robust and often theoretically grounded, the use of interdisciplinary and critical theories could expand knowledge on collaboration as a pathway for transformation. Findings also illuminate the need for additional longitudinal research as well as studies with a focus on contextual factors such as school funding, size, and student demographics. Such work could inform how productive collaboration can be supported across a range of school contexts. |
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| Keywords: | Teacher Collaboration Professional learning Educational reform Capacity building |
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