Drawing on cases of teachers' collaborative learning from Sweden and Australia, this paper explores how practices of collaborative learning come about or 'travel' within and between schooling sites. The paper describes collaboration as a learning practice arising from specific conditions which influence relevant stakeholders in pre-schools,…

This paper explores and challenges the rationale for current, mainstream approaches to teachers' continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on…