In the past years collaborative curriculum development in teacher design teams (TDT) is increasingly a subject of research. Studies are based on the potential of TDTs as a strategy for sustainable innovation and the needed professional development of teachers (Voogt et al., 2001). However, as the study of collaborative process is demanding and the process stretches over a long time, studies concentrate on a few teams. In this paper we compare studies on TDTs conducted in the years 2008-2013 in order to come to conclusions across the contexts. Results show that TDTs have an added value for teacher learning and the creation of innovative curricula but that the collaboration needs to include both the development and the enactment phase of the design process. These finding are validated by other studies on teacher collaborative design (Penuel & Gallagher, 2009). More results will be discussed in the paper. Penuel, W.R., & Gallagher, L.P. (2009). Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science. The Journal of Learing Sciences, 18(4), 461-508. Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J.,& de Vries, B. (2011). Teacher learning in collaborative curriculum design. Teacher and Teaching Education, 27(8), 1235-1244.
