Why We Collaborate As It? A Study About Teacher Collaboration For A Multidisciplinary Approach To Project-Based Learning

This paper presents a comparison between two project-based learning team organisations at the Grenoble Alpes University. The members of these teams have been working together to implement this type of learning for the past ten years and are developing the organization based on their expertise. This article will show the common points between the two organizations that address implementation issues but also the differences caused by different contexts of implementation. Finally, although it involves teachers who must collaborate to implement this kind of learning, this article will also show that teachers' collaborative activity is not given much consideration.