Utilizing, co-constructing and sharing knowledge in collaborative teacher learning

Increasingly, networks for collaborative teacher learning, referred to a teacher learning groups (TLGs) are being set up in which teachers regularly meet to discuss experiences, literature, or their own research. The emergence of TLGs has brought a number of issues to the fore that concern the role of teacher knowledge in teacher learning. Four related issues concerning the role of knowledge in collaborative teacher learning are addressed. Firstly, in order to gain an in-depth understanding of teachers’ limited use of academic knowledge, a model was developed and used to analyze and categorize barriers and conditions for teachers utilization of academic knowledge at four levels: the research knowledge level, the individual teacher level, the school organizational level, and the communication level. Secondly, TLGs were empirically studied to gain a solid understanding of how co-construction of knowledge is approaches in TLGs and with what effects. Three approaches were found: practice-based, research-informed and research-based, each with different perceived effects. Thirdly, because collaborative types of teacher learning are expected to contribute to collective learning in schools, it was empirically studied how co-constructed knowledge from TLGs was shared with other colleagues and with what effects. The findings suggest that knowledge sharing should not be seen as separate from the process of knowledge co-construction, but as intertwined with it. Finally, a typology of school leadership provides insight into how school leaders can foster collaborative teacher learning; it can therefore function as a reflection tool that helps school leaders reflect on their own leadership practices.