Collaboration and Teacher Knowledge in a Teacher Learning Community: Case of Mathematics Teachers in Kwazulu-Natal Province

Researchers used workshop observations, questionnaires, interviews with teachers, and document analysis to examine a professional learning community (PLC) of mathematics teachers. The PLC was established in partnership by the Department of Education and a non-governmental organisation (NGO). Findings suggest that a collaborative culture was fostered among teacher participants and other teachers outside of the PLC; and that new knowledge was constructed collaboratively among teachers and through the NGO workshop facilitators. Policy implications suggest that public-private partnerships may have positive effects on teacher professional development, especially when providing opportunities for both peer collaboration and expert facilitators, and when having a strong focus on different domains of teacher knowledge.