Collaboration and Teacher Development: Unpacking Resistance, Constructing Knowledge, and Navigating Identities.

199 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

EFL teacher self-efficacy development in professional learning communities (2017, background): “Numerous studies in teacher education have highlighted the importance of collaborative learning to teacher professional development (e.g., Chong & Kong, 2012; Levin & Rock, 2003; Musanti & Pence, 2010).”
The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme (2015, background): “For instance, Musanti and Pence (2010) presented a study of a collaborative project in which a group of teachers reflected on their practice, generated personal knowledge and repositioned their identities as ‘active agents’ of their own learning.”