Teacher Collaboration: A Meta-Meta-Review

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Teacher Collaboration for Equity and Community (Table 5)

Abstract

This paper presents a meta-meta-review of 25 reviews on teacher collaboration. We found that the existing reviews are largely descriptive and qualitative, lacking rigorous methodologies and detailed reporting on search, selection, and coding strategies. Previous reviews primarily explored the conceptual understanding, various forms, influencing factors, and impacts of teacher collaboration. Our review revealed that: (a) there is a scarcity of explicit definitions of teacher collaboration, (b) forms of teacher collaboration can be categorized based on collaborative approaches, content, and strengths, (c) the process factor was the most mentioned factor in teacher collaboration research, and (d) existing research predominantly focuses on teacher collaboration’s influence on student academic outcomes, overlooking school outcomes and student social-psychological outcomes.

Authors

• Xueli Shi, East China Normal University

• Huang Wu, University of Missouri - Kansas City