Collaboration and the growth of teachers’ knowledge

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Abstract
Studies of teachers working together have exposed the capricious nature of collaborative activity: sometimes it seems to work well; at other times collaboration actually works against improvement. Success in collaborative relationships is best understood through an appreciation of how teachers form and use knowledge. The teachers’ knowledge perspective is used in this paper to interpret qualitative data from two successful collaborative relationships in schools. Evidence supports the contention that personal qualities, underscored by mutual trust and respect for knowledge, form the basis for successful relationships in teaching, operating in different ways, for different purposes, for different people. Providing that teachers are approached with respect, collaboration holds promise as a slow (but powerful) path towards educational change.