Collaborative Learning for Professional Development: A Review of Research Methods and Instruments

This paper analyzes teacher collaboration research studies based on the methods and tools used in these studies. As a researchmethodology, 36 were systematically collected from databases such as EBSCO, ERIC, search engines GoogleScholar, selection criteria themes. Across studies, they analyzed using thematic data analysis. According to thefindings, collaborative dimensions activities, teachers’ beliefs perceptions their collaboration, room communicate,teacher-to-teacher dialogue, way teachers work together, attitudes are factors developing andtools previous of schools. Furthermore, have included various participants asadministrators, teachers, staff members schools, parents, families, community school board members. Informal collaboration,professional learning experience peer culture, social networks, leadership management teams,sustainability financial physical conditions schools well-planned in-service education programs collaborativeknowledge creation that influence collaboration. Different conceptual frameworks instruments been usedto describe Teacher Collaboration Improvement Framework (TCIF), Community Practice (CoP), theTeacher Assessment Survey (TCAS) Professional Learning Community-Revised (PLCR) instrument. more term “interprofessional collaboration” field is required because collaborationbetween representatives different professions now essential for improvement. The findings this study potential tocontribute future interprofessional education.