Collaborative and epistemic advances: a study on teacher agency

Teacher collaborative skills recall more than a joint collection of individual performances. The research aims to explore teacher agency in two work groups of teachers involved in collaborative and problem solving tasks. A multi-method approach was selected. The case study explores the teachers’ interactions in co-building of shared knowledge objects, while following focus groups lead us to describe the teacher agency. To deepen the shared knowledge processes, the study took advantage from a reflective and meta-cognitive key by interviews, in order to weigh the value of the collaborative experience. The results help to lead out new criteria to develop collaborative and working-group methods, and inform training policies how to better qualifying teacher education curricola.