Abstract
This chapter discusses how different forms of collaboration between a teacher educator (the author) and a group of teachers over a period of almost seven years contributed towards preparing the teachers to do research. It describes how the different facets of collaborative work enhanced the teachers’ knowledge of classroom inquiry. The analysis of this collaboration leads to some reflection about the relationship between collaboration and research in the context of teacher development. The chapter also reports how the teachers’ collaborative experiences inspired them to form an autonomous mathematics education study group. In this study group the teachers sustained their collaboration by discussing the results of their individual classroom inquiries, and by sharing their developing knowledge about mathematics teaching, learning and assessment. This was a setting in which mutual trust, respect, collegiality, concern, differences and curiosity helped the teachers to work collaboratively towards the common goal of becoming more knowledgeable as teachers and teacher-researchers.
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Santos-Wagner, V. (2003). The Role of Collaboration for Developing Teacher-Researchers. In: Peter-Koop, A., Santos-Wagner, V., Breen, C., Begg, A. (eds) Collaboration in Teacher Education. Mathematics Teacher Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1072-5_8
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