Understanding Teachers’ Collaboration for Designing Technology-Enhanced Learning

Abstract

This study examined the effectiveness of teacher collaboration in promoting teachers' attitudes and perceived competence toward design. Team design talk was analyzed. Additional data included teachers' attitude and perceived competence questionnaire. Results showed that teachers' perceived competence toward design improved after collaboration, yet their attitude toward design did not change significantly. Qualitative analysis showed that challenging ideas was found positively correlated to the formation of team shared mental model.