Abstract:

of teacher design in collaborative settings in the light of the new opportunities that digital resources (DRs) offer. Taking into account the growing research interest into the collective dimension of teachers’ design-work, our aim is to answer what are the forms, conditions, and products of teachers’ collective design-work with DRs as well as what and how the individual teacher learns by participating in collaborative work with DRs. We also aim to answer what theoretical and analytical perspectives are used by researchers to study teachers’ collective design-work with DRs. To answer these questions, we conducted a systematic literature study leading finally to 36 peer-reviewed publications. Our first thematic analysis resulted in two main themes (the process of teacher collaboration, the impact of teacher collaboration on teacher professional learning) and corresponding subthemes. The next step of our analysis focused on: the context, the product, the purpose, and the processes of the design-work; the theoretical and methodological approaches by which it was studied; and the main findings. The final synthesis indicates that (a) teachers’ collaborative design-work has usually positive learning outcomes for individual teachers, (b) the role of DRs in the collaboration depends on their affordances, and (c) the collective-individual interplay has been studied mainly by a focus on the effects of the collaboration on the individual teacher and not the other way around. Areas of further research are also discussed.

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