ICME international survey on teachers working and learning through collaboration: June 2016

Robutti, Ornella, Cusi, Annalisa, Clark-Wilson, Alison, Jaworski, Barbara, Chapman, Olive, Esteley, Cristina, Goos, Merrilyn, Isoda, Masami and Joubert, Marie (2016) ICME international survey on teachers working and learning through collaboration: June 2016. ZDM The International Journal on Mathematics Education, 48 5: 651-690. doi:10.1007/s11858-016-0797-5

Author Robutti, Ornella
Cusi, Annalisa
Clark-Wilson, Alison
Jaworski, Barbara
Chapman, Olive
Esteley, Cristina
Goos, Merrilyn
Isoda, Masami
Joubert, Marie
Title ICME international survey on teachers working and learning through collaboration: June 2016
Journal name ZDM The International Journal on Mathematics Education   Check publisher's open access policy
ISSN 1863-9690
Publication date 2016-07-05
Year available 2016
Sub-type Article (original research)
DOI 10.1007/s11858-016-0797-5
Open Access Status DOI
Volume 48
Issue 5
Start page 651
End page 690
Total pages 40
Place of publication Heidelberg, Germany
Publisher Springer
Collection year 2017
Language eng
Formatted 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.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Education Publications
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Created: Fri, 08 Jul 2016, 09:58:35 EST by Susan Moule on behalf of School of Education