Exploring the relationship between teacher collaboration and learner-centered instruction

Using data collected from Korean middle school teachers, this paper explores the relationship of teachers’ collaboration with their use of learner-centered instruction. The results from the two-level hierarchical linear modeling showed that teachers’ experience of collaboration by participating in two informal teacher conversations focused on both instructional issues and student issues have a positive relationship with teachers’ use of learner-centered instruction. Additionally, teaching efficacy and educational degree also had a positive association with the use of learner-centered instruction. The findings suggest that teachers’ participation in informal school-based collaboration should be promoted to facilitate instructional change toward learner-centered teaching.