Within the phenomenographic research tradition, the "object of learning" depicts the capability that is to be learned by the learner. It has been argued that the object of learning cannot be fully known in advance since what is to be learned depends on the learners as well as on the content taught. The object of learning and its nature…

This article reports a study on collaboration within an action research project that was conducted by university researchers and elementary school teachers in the Azores, Portugal. More specifically, it examines how different kinds of participants worked together in different phases of the project. The notion of mutuality (i.e., the relative…

This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers' participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how…

The professional learning communities and communities of practice approaches in the arena of education appear to hold considerable promise for sustainable school improvement. These approaches flow from the assumption that teacher's collaboration is central to transform a school into a learning organization. They also provide opportunities for…

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice.…

This study reflects on a research and development project between two dance practitioners, one of them a wheelchair user, working together to develop pedagogical design within teacher education at a university in Norway. The aim of the authors is to encourage student teachers toward becoming inclusive and brave teachers who define diversity among…

This study examined a wiki as a computer-supported collaborative learning (CSCL) environment at upper primary level. A total of 388 Hong Kong Primary-five (P5) students in four Chinese primary schools used a wiki platform within the context of their group projects in General Studies (GS) classes. Adopting a mixed-methods design, qualitative and…

This action research project looks at what happened when a small group of adult numeracy teachers with widely different experiences of learning and teaching mathematics explored their own informal numeracy practices and undertook a series of collaborative mathematical tasks. Evidence from qualitative data collected during the enquiry suggests that…

This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of…

Utilizing ecosocial theory and the notion of the environment as text, two teachers, the vice principal and a university researcher, engaged in a year-long, place-based, qualitative action research project in which they used the environment as the integrating context for teaching critical literacy, mathematics, and science. The project revealed…

Over recent years, educational institutions have been making increasing use of virtual environments to set up collaborative activities for learners. While it is recognized that teachers play an important role in facilitating learner collaboration online, they may not have the necessary skills to do so successfully. Thus, a small-scale professional…

An experiential approach to professional development (EPD) allowed Spanish teachers opportunities to improve their practice through demonstration, observation, collaboration, fieldwork, and reflection. As result of "experiential" professional development, Burke (2012) found that teachers' knowledge about communicative language teaching…

This study investigates how a teacher study group collectively examined problems in their current English curriculum and redesigned the curriculum into theme-based lessons for various grades. Comprised of seven elementary school teachers and a teacher educator, the teacher study group met bi-weekly for three hours for a total of eight meetings.…

The study proposes a way in which the learning and knowledge building (LKB) framework, which is consistent with the knowledge conversion phases proposed by Nonaka and Takeuchi, supports teachers' informal and self-directed workplace learning. An LKB framework in a socio-technical system was developed to support professional development in an…