Teacher Professional Collaboration and Learning: Lessons From an International Teacher Policy Study

Session Type: Symposium

Abstract

Educating for diverse democracies requires opportunities for students to develop the competencies needed for success in the knowledge economy and society. Teacher collaboration and in-school professional learning are shown to enhance teacher satisfaction, promote retention, and support active instructional practices associated with deeper learning.

This symposium session brings together representatives from research, legislative and education advocacy organizations to present and discuss findings from a five-country international teacher policy study. The presentation will highlight collaborative teacher practices in each of Shanghai, Ontario, and Australia, the policies that foster them, and the contexts and change processes that led to their development, yielding valuable insights for educators, researchers and policymakers.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 10: Teaching and Teacher Education Policy and Research

Chair

• Linda Darling-Hammond, Stanford University

Papers

• Government Initiatives and Teacher-Led Practices: Developing Collaborative Professional Learning in Ontario - Carol Campbell, University of Toronto - OISE; Pamela Janie Osmond-Johnson, University of Regina

• Teaching in Shanghai: Where Teachers Work and Learn Together - Mistilina D. Sato, University of Minnesota

• Teaching and Learning: Collaborative Teacher Inquiry in Australia - Ann Elizabeth McIntyre, The University of Sydney; Dion Burns, Stanford University

Discussants

• Marc S. Tucker, National Center on Education and the Economy

• A. Lin Goodwin, Teachers College, Columbia University

• Ee-Ling Low, National Institute of Education - Nanyang Technological University