The idea that collaboration is more effective than individual problem solving and vice versa is something that has been hotly debated for many years when looking at how individuals learn.
Vygotsky (1978) and many others before (e.g. Mead, 1934) and after (e.g. Matthew Lipman’s (2003) concept of critical thinking) argued that cognitive and social development is most effective during interactions with others in scenarios that are relevant.
Coffield (2008) and Gregson et al (2015) discuss that giving more teachers access to research and recommendations, such as would be created in this project, has the potential to create a sense of justifiability and confidence behind the teachers’ actions and potentially improve teaching and learning overall.