Teachers learning from teachers: Collaborative professional learning in contemporary schools

This paper reports on the ways in which teachers engage in collaborative learning to maintain currency in their teaching practices. Drawing on data from seven schools and 18 teachers within Victoria, Australia, this research sought to understand the factors that supported the development of teachers’ collective efficacy. This qualitative research engaged with participants iteratively to generate and discuss emerging themes. Positioning theory [2] informed analysis of the data and framed participants as co-creators of the research. Findings suggest that teams of teachers worked and learned effectively together when there were clear structures and mechanisms for supporting collaborative practices developed and modelled by the school leaders. This research frames teacher learning in today’s schools as changing, ongoing and increasingly collaborative. These findings offer school and system leaders insight into how to build and support effective learning teams. It also offers a unique perspective on teacher learning with new digital technologies and emerging evidence-based pedagogies.