Collaborative teacher learning across foci of collaboration: Perceived activities and outcomes

This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and learning outcomes to occur in their collaboration with colleagues. Moreover, the focus of collaboration explained a considerable amount of between-schools differences in teachers' reported learning activities and learning outcomes. These results suggest that the school context and the focus of collaboration are related and that these both influence collaborative teacher learning.

► Collaborative teacher learning at primary schools was investigated.
► Different foci of collaboration were compared in terms of learning activities and learning outcomes.
► Focus of collaboration considerably explained the frequency of occurrence of learning activities.
► Focus of collaboration considerably explained the learning outcomes perceived.
► Focus of collaboration substantially explained differences between schools.