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Teacher learning and collaboration in innovative teams
Cambridge Journal of Education
In this study the relationship between teacher learning and collaboration in innovative teams was explored. A comparative case study was conducted in five temporary teams in secondary schools. Several quantitative and qualitative data collection methods were used to examine collaboration, teacher learning, and the context for learning and collaboration. In cross-site analysis two complementary patterns of teacher learning and collaboration were identified. Collaboration in all teams could bedoi:10.1080/0305764x.2010.481256 fatcat:x45dnvjggrd5plkcjsxynkazry