The Impact of Collaborative Learning on Teacher Professional Development and Individual Growth Within Team Collaboration

Abstract

This paper explores the impact of collaborative learning on individual growth within teacher teams in Australian primary and secondary schools from 2013 to 2020. Grounded in a comprehensive analysis of professional development, teamwork dynamics, and pedagogical skill enhancement, the study unveils key findings derived from surveys, interviews, and observations. Results indicate a significant positive correlation between participation in collaborative learning initiatives and heightened professional satisfaction, confidence in innovative teaching methods, and a deeper understanding of diverse learning needs among educators. The unexpected yet crucial discovery of a positive correlation between collaborative learning and teacher retention adds a unique dimension to the study. Practical implications for teacher professional development, teaching practices, and student outcomes are discussed, along with broader implications for educational policies and practices in Australia. The study advocates for the integration of collaborative learning as a cornerstone of future teacher development initiatives, fostering a dynamic and supportive professional culture.