Approaches to co-construction of knowledge in teacher learning groups

Abstract

We investigated approaches to knowledge co-construction in teacher learning groups (TLGs), changes in teaching and understanding of teaching perceived by TLG participants, and supportive and inhibiting conditions for knowledge co-construction in TLGs. Interviews with 39 teachers revealed three approaches to knowledge co-construction in TLGs based on the knowledge source used: practice-based, research-informed, and research-based. All teachers reported changes in teaching and understanding of teaching. Participation in research-informed and research-based teacher learning groups seemed to affect teachers' teaching and understanding of teaching more deeply than participation in practice-based groups. Supportive school leadership appeared as a key condition for teachers’ knowledge co-construction.