Would Teachers’ Professional Collaboration Promote Cognitively Activating Teaching Practices? The Moderating Role of Collective Innovativeness

Purpose This study examines the relationship between teachers’ professional collaboration and their use of cognitively activating teaching practices. It equally considers whether and the extent to which collective teacher innovativeness might make a difference in this relationship. Design/Approach/Methods We used a pooled sample in the Teaching and Learning International Survey (TALIS) dataset by the Organisation for Economic Co-operation and Development (OECD) in 2018. We employed multilevel models in the analysis. Findings The results suggested that teachers’ professional collaboration is significantly and positively related to their use of cognitively activating teaching practices. They also highlighted the moderating role of collective teacher innovativeness in this relationship. These results do not necessarily imply any causal relationships. Originality/Value This study provides empirical evidence, based on an analysis of a large-scale dataset, on the importance of collective teacher innovativeness in promoting the potential benefits of professional collaboration in relation to innovative classroom teaching.