Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/22262

Title: ICME international survey on teachers working and learning through collaboration: June 2016
Authors: Robutti, Ornella
Cusi, Annalisa
Clark-Wilson, Alison
Jaworski, Barbara
Chapman, Olive
Esteley, Cristina
Goos, Merrilyn
Isoda, Masami
Joubert, Marie
Keywords: Mathematics teaching
Teacher collaboration
Teacher professional development
Teacher learning
Issue Date: 2016
Publisher: © The Author(s). This article is published with open access at Springerlink.com
Citation: ROBUTTI, O. ... et al., 2016. ICME international survey on teachers working and learning through collaboration: June 2016. ZDM: Mathematics Education, 48 (5), pp. 651 - 690.
Abstract: This article presents preliminary results from a survey commissioned for ICME 13 (2016) focusing on “Teachers Working and Learning Through Collaboration”. It takes as a starting point a previous survey, commissioned for ICME 10 in 2004 that focused on Mathematics Teacher Education. The current survey focuses centrally on teachers involved in collaborations, sometimes in formal settings of professional development, but also in a more diverse range of collaborative settings including research initiatives. The roles of teachers involved in the collaboration, survey methods, decisions and limitations are described. While some of the findings to date resonate with those of the earlier survey, other findings highlight characteristics and issues relating to the differing ways in which teachers collaborate, either with other teachers or the various ‘others’, most notably mathematics teacher educator researchers. The roles and relationships that contribute to learning in such collaborations, as well as theories and methodologies found in survey sources, are a focus of the findings presented here. Studies rarely theorised collaboration, and few of those that did so reported explicitly on how their theoretical frame shaped the design of research methodologies/approaches guiding activities with teachers. One significant outcome has been the difficulty of relating teachers’ learning to collaboration within a project, although many initiatives report developments in teaching, teacher learning and students’ learning.
Description: This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Sponsor: JSPS grant No.26245082
Version: Published
DOI: 10.1007/s11858-016-0797-5
URI: https://dspace.lboro.ac.uk/2134/22262
Publisher Link: http://dx.doi.org/10.1007/s11858-016-0797-5
ISSN: 1863-9704
Appears in Collections:Published Articles (Mathematics Education Centre)

Files associated with this item:

File Description SizeFormat
art%3A10.1007%2Fs11858-016-0797-5.pdfPublished version1.33 MBAdobe PDFView/Open


SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.