School-based collaboration as a learning context for teachers: A systematic review

Abstract

Although teachers’ collaboration might be tightly connected to their professional learning, its implementation is challenging. The goal of this review study was to provide an overview of the factors that enable or frustrate school-based teacher collaboration in secondary schools. Based on the collaborative learning activities that were central to 50 studies, three categories were distinguished including sharing, experimenting, and designing. Differences between categories in the way that personal, group, process, guidance, organizational, and structural factors enable or frustrate teacher collaboration were addressed. Overall, factors relating to the process of working and learning together are emphasized in all three categories. Practical implications concern creating possibilities for teachers to explore and critically analyze vital aspects of teaching and student learning.