TY - JOUR AU - Sandar, Myo AU - Kálmán, Orsolya PY - 2022/11/21 Y2 - 2024/03/29 TI - Collaborative Learning for Professional Development: A Review of Research Methods and Instruments JF - Journal of Education in Black Sea Region JA - JEBS VL - 8 IS - 1 SE - Articles DO - 10.31578/jebs.v8i1.283 UR - https://jebs.ibsu.edu.ge/jms/index.php/jebs/article/view/283 SP - 110-122 AB - <p>This paper analyzes teacher collaboration research studies based on the research methods and tools used in these studies. As a research<br>methodology, 36 studies were systematically collected from research databases such as EBSCO, ERIC, and search engines such as Google<br>Scholar, based on the selection criteria and themes. Across the studies, they were analyzed using thematic data analysis. According to the<br>findings, collaborative dimensions and activities, teachers’ beliefs and perceptions on their collaboration, teachers’ room to communicate,<br>teacher-to-teacher dialogue, the way teachers work together, and collaborative attitudes are factors in developing research methods and<br>tools used in previous studies of teacher collaboration in schools. Furthermore, previous studies have included various participants such as<br>administrators, teachers, staff members in schools, parents, families, community members and school board members. Informal collaboration,<br>professional learning experience and peer collaboration, school culture, social networks, leadership and school management teams,<br>sustainability in financial and physical conditions of schools and well-planned in-service teacher education programs based on collaborative<br>knowledge creation are factors that influence teacher collaboration. Different conceptual frameworks and instruments have been used<br>to describe teacher collaboration, such as the Teacher Collaboration Improvement Framework (TCIF), the Community of Practice (CoP), the<br>Teacher Collaboration Assessment Survey (TCAS) and the Professional Learning Community-Revised (PLCR) instrument. According to the<br>findings, more research on the term “interprofessional collaboration” in the field of teacher education is required because collaboration<br>between representatives of different professions is now essential for school improvement. The findings of this study have the potential to<br>contribute to future research in teacher collaboration and interprofessional collaboration in education.</p> ER -