Teacher collaboration can be defined as teachers working together to improve teaching practices and student achievement. This collaboration exists on a continuum, ranging from mere aggregations of individuals to strong team collaboration. It can take various forms, such as professional learning communities (PLCs), lesson study, teacher teams (including team teaching, co-teaching, collaborative teaching, professional (learning) teams, (teacher) learning communities, (teacher) learning teams, and communities of practice). Differences in team composition, organizational structure, time investment, focus, and depth characterize the diverse manifestations of teacher collaboration.
Teacher collaboration is a powerful strategy in education. The literature highlights several benefits for students, teachers, and schools as organizations. Benefits for students include better understanding and higher support, although some challenges, such as confusion, have been noted. Outcomes for teachers include professional growth and increased communication, though challenges such as workload and competition are also noted. At the school level, benefits include a more positive school climate, increased adaptation and innovation, but also potential negative aspects such as control and loss of autonomy.
We invite researchers, practitioners, and policymakers who research or observe teacher collaboration across various educational settings to submit a proposal. Several proposal types are welcome, including papers, posters, and symposia.
The conference will focus on the following thematic topics:
- Teacher collaboration and outcomes at the student level;
- Teacher collaboration and outcomes at the teacher level;
- Teacher collaboration and outcomes at the school level.
The keynote speakers at the conference are:
- Katrien Vangrieken - KU Leuven (Belgium)
- Thomas Walsh - Maynooth University School of Education (Ireland)
- One paper will be selected as plenary presentation
This conference marks the conclusion of the ESTAFETT research project. Funded by FWO Flanders, ESTAFETT stands for Exploring, Studying, and Fostering Effects of Team Teaching on Students and Teachers. The project's primary research objective was to examine the impact of team teaching on both students and teachers, ultimately leading to the development of several evidence-based implementation tools.
Looking forward to meeting you next autumn in Antwerp!
On behalf of:
- Mathea Simons, Antwerp School of Education, University of Antwerp
- Elke Struyf, Antwerp School of Education, University of Antwerp
- Ruben Vanderlinde, Department of Educational Studies, Ghent University
