The research behind improving teachers is often focused on processes and structures: what types of courses, how they are presented, what follow-up is required and how the experts or facilitators work with participants to embed the ideas. However, as any professional will know, learning does not only happen discretely through formal training or in structured processes. Learning also arises informally and through collaboration. The amount of learning that takes place depends significantly on the teacher’s working conditions – the organisational team culture, the approach to leadership, the types of collaboration, the effectiveness of communication, the sharing (or not) of goals and values.
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