Factors Contributing to Teachers’ Self-Initiated Collaborations

• In Event: Teacher Professional Development Brief Report Session: Teacher Collaborations

Description for Program

This case study exploring mathematics teachers' self-initiated collaborations, provided evidence that physical, practical and personal-interpersonal factors contributed to the frequency and directionality of teachers’ collaborative interactions. This study informs teacher educators how to support teachers in building a collaborative culture.

Author

• Funda Gonulates, Northern Kentucky University