Collaboration as a Strategic Asset for Sustainable Teacher Training




Teacher training, Professional leadership, Collaborative professionalism


The paper shows an exploratory study carried out in the academic year 2020/2021 to investigate the role of the collaborative dimension in the perception of a sample of students in two Primary Education faculties. The survey carried out through the Teacher Leadership Model Standard questionnaire showed the opinion of the future teachers about an experienced teaching professionalism that gives importance to the collaborative dimension as an aspect of teaching practice and leadership that can be coconstructed. Teachers’ choices move toward implementing forms of collaboration that each teacher must be able to ensure within the educational institution with colleagues, students, and families, in order to improve students’ learning opportunities and communicate more effectively.