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ICME international survey on teachers working and learning through collaboration

Robutti, O; Cusi, A; Clark-Wilson, A; Chapman, O; Esteley, C; Goos, M; Isoda, M; ... Joubert, M; + view all (2016) ICME international survey on teachers working and learning through collaboration. ZDM , 48 (5) pp. 651-690. 10.1007/s11858-016-0797-5. Green open access

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Abstract

This article presents preliminary results from a survey commissioned for ICME 13 (2016) focusing on "Teachers Working and Learning Through Collaboration". It takes as a starting point a previous survey, commissioned for ICME 10 in 2004 that focused on Mathematics Teacher Education. The current survey focuses centrally on teachers involved in collaborations, sometimes in formal settings of professional development, but also in a more diverse range of collaborative settings including research initiatives. The roles of teachers involved in the collaboration, survey methods, decisions and limitations are described. While some of the findings to date resonate with those of the earlier survey, other findings highlight characteristics and issues relating to the differing ways in which teachers collaborate, either with other teachers or the various 'others', most notably mathematics teacher educator researchers. The roles and relationships that contribute to learning in such collaborations, as well as theories and methodologies found in survey sources, are a focus of the findings presented here. Studies rarely theorised collaboration, and few of those that did so reported explicitly on how their theoretical frame shaped the design of research methodologies/approaches guiding activities with teachers. One significant outcome has been the difficulty of relating teachers' learning to collaboration within a project, although many initiatives report developments in teaching, teacher learning and students' learning.

Type: Article
Title: ICME international survey on teachers working and learning through collaboration
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s11858-016-0797-5
Publisher version: http://dx.doi.org/10.1007/s11858-016-0797-5
Language: English
Additional information: Copyright © The Author(s) 2016. Open Access: This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Keywords: Mathematics teaching; teacher collaboration; teacher professional development; teacher learning; mathematics teaching development; Lesson Study; Community of Practice, Community of Inquiry
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1498974
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