ABSTRACT

A multiple case study has been carried out of four teacher groups who engaged in collective lesson design, observation, and reflection to support their professional learning. The teacher groups were examined on what and how they learned from their collaboration over time. For each meeting, teachers’ learning logs and transcripts were analysed. The results show that the groups differed in the amount, consistency, and stability of self-reported learning outcomes throughout the meetings. Differences between groups also relate to the number and type of dialogic moves between the teachers within each group. A main conclusion includes that challenging each other in their dialogues supported teachers’ learning. Additional explanations of learning outcomes relate to teachers’ collective participation and facilitation in the group.Keywords: teacher professional learning; teacher collaboration; collaborative learning activities; teacher dialogue; secondary education

摘要

对参与集体课程设计、观察和反思以支持他们的专业学习的四个教师组进行了多案例研究。随着时间的推移，教师组被检查了他们从合作中学到了什么以及如何学习。每次会议都会分析教师的学习日志和成绩单。结果表明，各组在整个会议期间自我报告的学习成果的数量、一致性和稳定性方面存在差异。组间的差异还与每个组内教师之间对话动作的数量和类型有关。一个主要结论包括在他们的对话中相互挑战支持了教师的学习。对学习成果的其他解释与教师在小组中的集体参与和促进有关。关键词：教师专业学习；教师协作；协作学习活动；教师对话；中学教育