Teachers’ competence in launching and managing pedagogical change collaboratively is crucial for the continuous development of their work as well as for meaningful student learning. However, research on how teachers can thrive in their profession in the changing higher education environment is limited. This study investigated the experiences of teachers in managing pedagogical innovation when working as a team and implementing integrated competence-based learning modules. Strengthfocused concepts like collective efficacy and resilience were used to extend the understanding of the phenomenon. Five teacher teams were analyzed in relation to the change itself, as well as to protective and risk factors that had an impact on teachers’ collective efficacy and resilience to the change. The data consisted of group interviews and individual questionnaires collected during the process. The findings indicate that stronger collaboration creates significant changes in teachers’ work and students’ learning, and success is based on teacher teams’ capacity to craft their common work practices.Peer reviewe
