Abstract
Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.
Highlights
ObjectivesThe goal of this study is to provide an overview of the effects of these teambased interventions on the professional development of teachers in the context of higher education
Decade, with most of them published after 2010. This finding supports the contention that research on team-based professional development interventions in higher education is a fairly new field of study
Only 18 eligible studies were found, it can be seen that studies on professional development in teams in higher education have been conducted all over the world
Summary
The goal of this study is to provide an overview of the effects of these teambased interventions on the professional development of teachers in the context of higher education
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