Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features

Research on teachers’ professional learning and development (PLD) has investigated the nature design of such initiatives, itemising characteristics that promote high-quality PLD outcomes for individual teachers. However, much teachers happens as they work together to consider discuss their ability implement new learning. Features create teacher collaboration have not been explicitly pinpointed within existing literature. We report a content analysis literature aimed at identifying grouping features what we term ‘teachers’ collaborative learning’ (TCL), specifically early childhood Three interdependent themes were identified. First, structural reflect how effective TCL is organised. Second, motivational depth quality experience. The third set are those sustainability both changes improvements in teaching arising from TCL. argue an understanding enhanced when many these function cohesively. conclude with evidence-based considerations designing PLD. highlight need address power differences PLD, respond cultural issues affecting knowledge building, understand challenges faced sustaining