Professional Development within Collaborative Teacher Study Groups: Pitfalls and Promises

Abstract

Teacher study groups are often thought to be effective professional development structures. Such teacher communities may foster teacher learning through a collaborative culture and the codification of group members' collective knowledge. However, not all study groups are effective professional development. This article is a discussion of factors that may contribute to the success or failure of collaborative teacher study. Recommendations for practice are provided, with a focus on music teacher study groups.

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