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- Vol 6 RE: Chapters 4, 5, 6, 10, 11, 12, App B, App D, App E
collaborative professionalismcollaborative inquirycollective efficacycollective responsibilityjoint workprofessional dialoguestudent collaborationevidence-informed practiceBook Evidence summaryAt a glance
Hargreaves and O’Connor distinguish collaborative professionalism from routine professional collaboration. Working together becomes professionally consequential when it is deliberate, evidence-informed, embedded in the organisation, and directed toward improved learning and equity rather than meetings or congeniality.
Key ideas
Drawing on five international cases, they identify ten connected tenets including collective efficacy, collaborative inquiry, collective responsibility, collaborative initiative, mutual dialogue, joint work, common meaning and purpose, collaborating with students, big-picture thinking, and attention to both formal and informal collaboration. Strong collaboration includes disagreement, disciplined inquiry, and shared responsibility; it does not require constant consensus or eliminate individual expertise. Structures such as schedules, protocols, leadership support, and access to evidence make sustained joint work possible, while trust enables candour and risk. The cases are illustrative rather than proof that one model transfers unchanged across systems.
Why it matters
Educators should examine which collaborations deepen knowledge and improve learner experience, which merely consume time, and how power, workload, student voice, cultural context, and measurable consequences shape the value of working together.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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