A case study investigation of teacher collaboration : conditions and the relationship between teacher collaboration and teachers' professional development and learning / Ah-Gek, Karen, Lee.

Abstract

This study uses a qualitative case study approach to investigate the conditions that promote or inhibit teacher collaboration and its implications for teachers' professional development and learning. Findings support the claims that teachers' collaboration can be fostered by the organisational structures and leadership practices through delegating decision making authority for teachers to take on leadership responsibility. Further, the study concludes that being involved in a variety of collaborative activities and opportunities for exposure to a wider range of educational and instructional problems are key factors for teachers' collaboration.