ABSTRACT

This article reprises and reflects on 30 years of the author’s work on teacher collaboration. The distinctive nature of this work has not been in making a case for teacher collaboration in terms of its benefits for students, teachers, or educational change. These arguments are widely available elsewhere. Rather it has examined ways of collaborating that are available to teachers, how formal or informal collaboration should be, how collaborative efforts can be misused or misdirected, and what factors must be considered when deliberately designing teacher collaboration so it will have the most beneficial effects. The article discusses the explanatory and strategic power of three concepts in particular—contrived collegiality, professional capital, and collaborative professionalism. Conclusions are drawn about next steps for educational research in terms of establishing clear typologies of teacher collaboration in relation to their impact and appropriateness in different circumstances.

摘要

本文对作者在教师合作方面的30年工作进行了反思和反思。这项工作的独特性并不是要为学生，教师或教育变革带来收益方面的教师协作。这些论点可在其他地方广泛使用。相反，它研究了教师可用的协作方式，应该如何进行正式或非正式协作，如何误用或误导协作努力以及在故意设计教师协作时必须考虑哪些因素，这样才能产生最有益的效果。本文讨论了三个概念的解释性和战略性，特别是人为的同事关系，专业资本和协作专业精神。