Exploring Teachers' Opportunities to Learn Through Collaborative Conversations in Low-Performing Schools

• In Event: Describing and Situating Teachers' Collaborative Learning

Abstract

Recognizing the potential benefits of teacher collaboration for both teachers and students, many districts and schools have dedicated time for teams of teachers to meet and exchange ideas. While current research provides insights about successful collaboration in which teachers build capacity, few studies analyze how collaborative conversations create opportunities for teacher learning. Even fewer explore how these opportunities to learn evolve over time, making it difficult to understand the role of shifting contextual factors such as policies, priorities, and personnel. This study draws on extensive qualitative data collected over four years to explore how teachers' collaborative conversations create opportunities to learn as this process unfolds in context. Findings inform strategies to develop strong collaborative cultures that promote teacher capacity building.

Author

• Hayley Ryan Weddle, University of Pittsburgh