News
Recently published article: The relation between collaboration and learning in teacher professionalisation.
Collaboration among teachers in Pedagogical Development Programs (PDPs, like the UTQ) is often seen as essential. But which forms of collaboration contribute to perceived teacher and student learning?
In our recent survey study we identified three types of collaboration (from independent to interdependent): Information exchange, Discussion, and Co-creation. Next to that we asked if teachers perceived change with regard to their attitude, knowledge, teaching behaviour, or student learning.
The results
- Information exchange indirectly contributed to student learning through changes in teachers’ attitudes and teaching behaviours. This highlights the importance of structured exchange and sharing moments in PDPs.
- Co-creation had a direct impact on student learning—a surprising finding that calls for further exploration.
- Discussion and co-creation did not show an indirect effect on student learning, prompting a critical look at how we design collaboration in PDPs.
Discussion
- These findings confirm that collaboration in a PDP matters, teachers develop their attitudes, knowledge, and teaching behaviour. Contrary to our expectations, information exchange showed more positive development than the other collaboration activities.
- Notably, teachers’ knowledge development does not relate to changes in student learning. PDPs that primarily focus on providing teachers with knowledge are likely to have little or no impact on student learning.
What does this mean for practice? PDPs could be more intentional designed in fostering sharing and exchange of experiences, knowledge, feedback and tips among participants. This can help teachers develop their attitudes and teaching behaviour, ultimately benefiting student learning.
Want to know more? Please, contact one of the authors and/or read the full article here: https://doi.org/10.1080/07294360.2025.2472840