Katrien Vangrieken

TL;DR: In this paper, a systematic review on teacher collaboration is presented, where the authors provide an overview of the terminological framework to describe teacher collaboration used in previous research and investigate the focus and depth of collaboration.

TL;DR: This paper provided a systematic review of empirical research on teacher communities (TCs) based upon predefined selection criteria, 40 studies were analysed using a narrative method, and three different types of TCs were identified: formal, member-oriented with a pre-set agenda, and formative TCs.

TL;DR: In this paper, the authors find that a complex relationship exists between teacher autonomy and collaboration, and propose to disentangle this paradoxical relationship by defining perceived autonomy and collaborative attitude as two distinct concepts.

TL;DR: In this article, the authors investigated team learning in the context of teacher teams in higher vocational education, and found that team entitativity, psychological safety and group potency were related to the occurrence of team learning.

TL;DR: The authors further grasp the concept of teacher teams by creating a typology for defining different types of teacher team and characterising the groups of teachers by their task, whether they are organized disciplinary or interdisciplinary, whether the teachers are situated within or cross grades, their temporal duration and degree of team entitativity or teamness.