Zeitschriftenartikel: „Teams of teachers“

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Sun, Min, Susanna Loeb und Jason A. Grissom. „Building Teacher Teams“. Educational Evaluation and Policy Analysis 39, Nr. 1 (20.09.2016): 104–25. http://dx.doi.org/10.3102/0162373716665698.

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Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely. Utilizing a decade of data on teacher transfers between schools that result in changes of peers when transfer teachers enter grade-level team in the new school, we find evidence of strong positive spillover effects associated with the introduction of peers who are more effective than the incumbent teacher himself or herself. However, the incumbent teacher’s students are not meaningfully disadvantaged by the entry of relatively ineffective peers. This finding provides initial evidence that mixing teachers with diverse performance levels can increase student achievement in the aggregate. These results are robust to several student sorting and teacher selection issues.

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Carroll, Tom. „The Next Generation of Learning Teams“. Phi Delta Kappan 91, Nr. 2 (Oktober 2009): 8–13. http://dx.doi.org/10.1177/003172170909100203.

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Cross-generational learning teams that bring together novice teachers with veteran teachers would address problems at both ends of the teacher pipeline — and benefit student learning at the same time.

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Suranto, Suranto. „Gerakan Guru Menulis Buku Melalui Pelatihan Online dengan Microsoft Teams bagi Guru Se Kota Salatiga“. J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 4, Nr. 2 (22.10.2020): 109. http://dx.doi.org/10.30734/j-abdipamas.v4i2.1290.

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The recent problems of teacher, among other, is the productivity of writing a book. There are many obstacles that teacher faces, among them, mostly, are the lack of motivation and the lack of knowledge of writing a book. The purposes of this service are: 1) to increase teacher’s motivation for writing a book, 2) to increase teacher’s skill in making a book from a research outcome, 3) to increase teacher’s skill in writing a lesson book and an enrichment book, 4) to increase teacher’s skill in writing a fiction book, 6) to increase teacher’s knowledge of publishing a book. The participants are teachers from all educational levels in Salatiga City amounted to 117 teachers. The method of activity implemented was a Microsoft Teams-aided online training. The training activity included web meeting, discussion, consultation, and assistance for 1 month. The service activity is able to motivate the teachers to write a book based on the right principles of writing a book and to produce a book in accordance with the necessity of the school where the teachers teach.

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Liu, Shih-Hsiung, und Hsien-Chang Tsai. „Teachers’ Experiences of Collaborating in School Teaching Teams“. Asian Social Science 13, Nr. 2 (19.01.2017): 159. http://dx.doi.org/10.5539/ass.v13n2p159.

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Teachers in numerous countries worldwide often confront education reforms in their career, in which, collaborating is considered a feasible approach to changing teachers’ traditional teaching philosophy. This study aims to examine Taiwanese teachers’ experiences of collaborating in school teaching teams. We invited six teachers from different schools for an interview. Afterward, we conducted two sessions of focus-group interviews with 18 participants from various roles in teaching teams as well as various geographical areas. The findings show that information exchanges of education works, uncoordinated processes of collaboration, and discussions not involving pedagogical knowledge are the general experiences on participating in the teaching teams. Certain barriers to teacher collaborations are from inadequate focuses during team discussions and a lack of curriculum leadership. Through experience-sharing, the participants considered that a focus on student learning during discussions and examples of practices for curriculum leadership were the key aspects for successful experiences in teacher collaborations.

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Bouwmans, Machiel, Piety Runhaar, Renate Wesselink und Martin Mulder. „Leadership ambidexterity: Key to stimulating team learning through team-oriented HRM? An explorative study among teacher teams in VET colleges“. Educational Management Administration & Leadership 47, Nr. 5 (10.01.2018): 694–711. http://dx.doi.org/10.1177/1741143217751078.

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In vocational education and training (VET) colleges worldwide, teacher teams work on innovations to improve their educational quality. To foster this process, teams benefit from team-oriented human resource management (HRM) aimed at stimulating teachers’ team learning. This qualitative study explores in-depth how team leaders enact team-oriented human resource practices and how this affects teachers’ perceptions of these practices and their engagement in team learning. Interviews with four team leaders and group interviews with 11 teachers from these four teams were conducted in one VET college in the Netherlands. The results showed that team leaders were both controlling and stimulating in their enactment. To foster team learning, it appears not just necessary that team leaders’ enactment and teachers’ perceptions of this enactment should be aligned, but that team leaders’ enactment also should be geared towards the team’s needs. This study therefore shows team leaders’ crucial role in the effective implementation of team-oriented HRM in VET colleges.

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Namsone, Dace, Līga Čakāne und Dina Sarceviča - Kalviške. „TEACHER TEAMS AND SCHOOLS BECOME LEADERS TO DISSEMINATE INNOVATIVE PRACTICE“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (26.05.2016): 208. http://dx.doi.org/10.17770/sie2016vol2.1393.

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We will introduce a study about teachers taking part in networking for personal development and becoming teacher leaders. In 2011 a multilevel national joint collaboration network of schools with innovative experience was created to foster dissemination of new teaching and learning experiences among teachers. In order to organize learning for teachers, a lesson based collaborative continuous teacher professional learning model was implemented. The research shows that conducting and analyzing lessons has helped participants become more competent professionals and develop skills that are crucial for a good leader. Categories characterizing teacher leaders and lead schools were identified. Factors that facilitate or limit teachers or schools to become leaders are discussed.

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Lenkauskaitė, Jurgita. „SOCIAL CONSTRUCTION OF KNOWLEDGE IN FUTURE TEACHERS IN PROBLEM-BASED LEARNING TEAMS“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (25.05.2018): 317–27. http://dx.doi.org/10.17770/sie2018vol1.3272.

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The transformation in teacher training today is a widely analysed issue in the field of higher education. The search for educational strategies allowing to develop competences important to a future teacher, to be constantly learning, to be able to collaborate in a team, to analyse and solve authentic problems, to construct one’s knowledge is gaining bigger and bigger relevance. It has been noticed that problem-based learning is one of attractive strategies responding to many challenges that higher education studies of today are facing. The aim of the present research is to reveal the opportunities and experiences of social construction of knowledge in future teachers in problem-based learning teams. The problem question is how do future teachers socially construct knowledge in problem-based learning teams? The methods of the analysis of scientific literature and interview have been used. Using the method of the analysis of scientific literature, the importance of social construction of knowledge in teacher training and opportunities for activity of future teachers in terms of knowledge construction in problem-based learning teams have been revealed. Interview with future teachers has highlighted students’ various experiences in problem-based learning teams. There future teachers were learning to critically evaluate their own and their colleagues’ ideas from various aspects. The development of the abilities to analyse and solve authentic problem-based situations the teachers will face in future every day has been emphasized. The dynamics of teamwork manifesting itself in problem-based learning has allowed future teachers to reflect on the progress of their knowing how to learn and share.

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Hansen, Blake D., Paul Caldarella, Leslie Williams und Howard P. Wills. „Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams“. Behavior Modification 41, Nr. 5 (20.03.2017): 626–46. http://dx.doi.org/10.1177/0145445517698418.

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Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students’ classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.

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AMAROLI, Nadia, Giorgio AUDRITO und Luigi LAURA. „Fostering Informatics Education through Teams Olympiad“. Olympiads in Informatics 12 (15.05.2018): 133–46. http://dx.doi.org/10.15388/ioi.2018.11.

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Even though the International Olympiad in Informatics directly involves a restricted number of pupils from each country, one of its primary goals is stimulating interest in computer science and information technology over the whole younger segment of the world’ s population. In several countries, this aim has to be accomplished without an active intervention of the Ministry of Education on school programs, relying on the efforts of small devoted organizations. In this context, promoting the involvement of a large number of school teachers may be as crucial as difficult to achieve. Following a 9-year experience of teams competitions in Italy, recently shared with other European countries, we argue that teams Olympiad may be an effective tool for widening the participation of high-school students and teachers, synergistically cooperating with existing individual competitions. On the one hand, teams contests foster peer education, encouraging talented students to help training fellows. On the other hand, these competitions can be more appealing both for average students, valuing group membership more than personal accomplishments, and most importantly, teachers: team achievements are more recognizably linked with the overall school or teacher performance than solitary excellences, resulting in increased returns rewarding the involved subjects.

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Olugbade, Damola, und Oluwakemi Olurinola. „Teachers’ Perception of the Use of Microsoft Teams for Remote Learning in Southwestern Nigerian Schools“. African Journal of Teacher Education 10, Nr. 1 (25.06.2021): 265–81. http://dx.doi.org/10.21083/ajote.v10i1.6645.

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The outbreak of COVID-19 pandemic has required schools in Nigeria to embrace remote learning using technology solutions, in this case, Microsoft Teams, to effectively engage students. This study, therefore, aimed to reveal teachers’ perception of the use of Microsoft Teams for remote learning. The descriptive survey research design was adopted. The participants in the study were 51 teachers who were randomly selected using convenient sampling technique. E-questionnaire was used in the collection of data. Descriptive statistics of frequency counts, simple percentages, mean and standard deviations were used to analyze the data. Results revealed that teachers’ perception of effectiveness of Microsoft Teams for assignment and grading, for teacher and student interaction, and for classroom organisation was very good. The result obtained revealed that Microsoft Teams was effective in addressing some of the major challenges encountered by teachers during remote learning which includes students being often on other websites and poor student engagement. It was concluded that Microsoft Teams was effective for smooth interaction between teacher and students. Its use enhanced classroom organization and consequently facilitated teaching and learning process. The study encourages wider adoption of the application by schools.

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Hedin, Laura, und Greg Conderman. „Pairing Teachers for Effective Co-Teaching Teams“. Kappa Delta Pi Record 55, Nr. 4 (02.10.2019): 169–73. http://dx.doi.org/10.1080/00228958.2019.1659063.

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Ben Sasson, Dvora, und Anit Somech. „Observing aggression of teachers in school teams“. Teachers and Teaching 21, Nr. 8 (27.03.2015): 941–57. http://dx.doi.org/10.1080/13540602.2015.1005865.

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Ben Sasson, Dvora, und Anit Somech. „Do teachers misbehave? Aggression in school teams“. Journal of Educational Administration 53, Nr. 6 (07.09.2015): 755–72. http://dx.doi.org/10.1108/jea-01-2014-0011.

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Purpose – Despite growing research on school aggression, significant gaps remain in the authors’ knowledge of team aggression, since most studies have mainly explored aggression on the part of students. The purpose of this paper is to focus on understanding the phenomenon of workplace aggression in school teams. Specifically, the purpose of the study was to examine whether team affective conflict in school teams mediates the relationship between team injustice climate (distributive, procedural, and interpersonal injustice climate) and team aggression. Design/methodology/approach – Data were collected from a survey of 43 school teams at different schools using questionnaires. Findings – Results showed that team affective conflict played a role in fully mediating the relationship of team procedural and interpersonal injustice climate to team aggression. Research limitations/implications – The present results empirically support the notion that workplace aggression can be considered not only an individual phenomenon but also a team phenomenon. Furthermore, it highlights the significance of organizational factors in predicting this phenomenon. The study should serve to encourage principals to reduce the level of team aggression and develop a supportive climate characterized by fair procedures and respect. Originality/value – A review of the literature also reveals that little investigative effort has been made by scholars to examine aggression on the part of teachers. Evidence for this can be seen in the scarcity of publications on this topic. The current literature’s call to address this issue in schools and at the team level (Fox and Stallworth, 2010) stimulated the present study by highlighting the importance of exploring the contextual factors, rather than the individual ones, responsible for school team aggression.

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Helstad, Kristin, und Andreas Lund. „Teachers' talk on students' writing: Negotiating students' texts in interdisciplinary teacher teams“. Teaching and Teacher Education 28, Nr. 4 (Mai 2012): 599–608. http://dx.doi.org/10.1016/j.tate.2012.01.004.

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Bakah, Marie A. B., Joke M. Voogt und Jules M. Pieters. „Updating polytechnic teachers’ knowledge and skills through teacher design teams in Ghana“. Professional Development in Education 38, Nr. 1 (Februar 2012): 7–24. http://dx.doi.org/10.1080/19415257.2011.576265.

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Sund, Per, Niklas Gericke und Gabriel Bladh. „Educational Content in Cross-curricular ESE Teaching and A Model to Discern Teacher’s Teaching Traditions“. Journal of Education for Sustainable Development 14, Nr. 1 (März 2020): 78–97. http://dx.doi.org/10.1177/0973408220930706.

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According to the curricula in various countries, teachers in the subject areas of science, social science and language are often expected to collaborate on cross-curricular issues such as sustainable development (SD) in the 9-year compulsory school. This study is based in Sweden and investigates teachers’ teaching traditions. The overall aim of this study is to understand what educational content teacher teams can offer students through cross-curricular collaborations. The specific aim in Part 1 of this article is to discern the distribution of teachers’ teaching traditions from different subject areas. Part 2 offers a reflection tool for teachers and teacher teams to discern teaching traditions. The results show that teachers from different subject areas stress different yet complimentary aspects of environmental and sustainability (ESE) teaching. A fair distribution of teaching traditions in a teacher team will offer students better learning opportunities to develop and enhance their action competence for sustainable development.

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Jamilah, Siti, Didimus Tanah Boleng und P. M. Labulan. „Analisis Permasalahan Guru dan Siswa Terkait Pembelajaran Teams Games Tournament (TGT) dan Student Teams Achievement Division (STAD) Terhadap Motivasi Prestasi dan Prestasi Belajar Biologi“. Al-Hayat: Journal of Biology and Applied Biology 1, Nr. 2 (20.06.2019): 74. http://dx.doi.org/10.21580/ah.v1i2.3757.

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<em>This needs analysis aims to determine the problems that occur in Biology learning activities at SMAN1 Anggana. Application of learning models that suit students' needs. The research sample in this analysis is a class X student at SMAN 1 Anggana. The results of the observations showed that as many as 50.00% of the students' daily daily test results used the lecture method. This is because several things include students not paying attention to the teacher during the learning process, students playing with their peers, and monotonous learning. The teacher states that students tend not to ask questions in learning. In addition, the problem that is also faced is that there are still many teachers who apparently have not implemented learning models that can make students more active so students tend to be saturated. The way that can be taken to overcome this problem is by applying the team games tournament (TGT) learning model and the student teams achievement division (STAD). From the observations in the form of analysis of the problems of Biology teachers and students of SMAN 1 Anggana, it can be concluded that the ability of teachers to overcome problems in learning needs to be improved so that students are more active and happy to learn biology.</em>

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Prelli, Gail E. „How School Leaders Might Promote Higher Levels of Collective Teacher Efficacy at the Level of School and Team“. English Language Teaching 9, Nr. 3 (16.02.2016): 174. http://dx.doi.org/10.5539/elt.v9n3p174.

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<p>Leaders search for effective leadership practices to ensure success. A quantitative study was conducted to determine what behaviors a leader could use to improve collective teacher efficacy at the level of the entire faculty and at the level of grade level teams. This article focuses on using the inverse relationship between transformational leadership and collective teacher efficacy to strengthen efficacy of teachers of English Language Learners. The Collective Efficacy Scale (Goddard, 2001) was modified to measure the perceptions of teachers at both levels; entire faculty’s collective efficacy and the collective efficacy of their team. Thus, this article also provides leaders with important information regarding teaming within schools. The significant difference found between collective teacher efficacy at the level of school and team, provides important information for leaders to consider as they support professional learning teams. Success for all would be promoted as leaders increase efficacy within teams by employing the concepts of developing leadership teams and purposeful learning communities (Hill & Lundquist, 2008).</p>

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Cole, Ester, Jane Siegel und Maria Yau. „Multidisciplinary School Teams: Perceptions of Goals, Roles and Functions“. Canadian Journal of School Psychology 8, Nr. 1 (September 1992): 37–51. http://dx.doi.org/10.1177/082957359200800104.

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This study of the functioning of multidisciplinary school teams is based on responses from 332 staff members in 43 elementary and 11 secondary schools. Respondents represented five professional groups actively involved with school teams: principals/vice-principals, teachers, psychoeducational consultants, social workers, and guidance counselors. The results indicate that elementary teams meet more frequently than secondary teams and that more frequent meetings are associated with higher levels of member satisfaction. Typically, three quarters of meetings are devoted to discussing individual students and their needs. Most respondents see team members as being actively and collaboratively engaged in decision making. Classroom teachers, however, felt less engaged as active participants. They were seen as providers of information about referred students rather than as sharers of expertise regarding strategies and interventions. Areas in which professional development needs were identified included (a) more focus on classroom and schoolwide prevention programs, (b) greater teacher involvement in decision making, and (c) more focus on intervention strategies and follow-up activities.

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Woodland, Rebecca H., und Rebecca Mazur. „Of Teams and Ties: Examining the Relationship Between Formal and Informal Instructional Support Networks“. Educational Administration Quarterly 55, Nr. 1 (02.07.2018): 42–72. http://dx.doi.org/10.1177/0013161x18785868.

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Purpose: This study examined an urban district’s capacity to diffuse instructional innovations. Social network analysis (SNA) was used to examine the relationship between “informal” teacher support networks and “formal” teacher support networks engineered by administrators through required membership on a team. This study also sought to uncover how school leaders considered study findings in light of their district’s theory of change to improve teacher collaboration. Method: About 1,100 employees responded to a sociometric survey that queried for demographics, team membership, and advice-seeking behavior. SNA methods were used to examine network cohesion (i.e., size, density, isolates, ties) and degree centrality. Statistical analyses (chi-square and multinomial logistic regressions) were performed to examine how team membership were associated with teachers’ advice-seeking behaviors. Visual inspection of sociograms was used to communicate and make meaning of findings with district personnel. Findings: The majority of teachers’ informal instructional support ties were concomitant with shared membership on an administrator created formal team. The majority of teachers who reported that at least one colleague had a strong, positive influence on their practice, also participated in at least one formal team, and believed their team’s collaboration positively affected their instructional practice. Implications: School leaders affect quality of instructional support networks through organizational design. The extent to which teachers are able to access social capital and instructional support is influenced by the choices administrators make about how to structure teacher collaboration.

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Kaminska, Malgozhata. „TEACHERS ABOUT LEARNING (IN) TO COOPERATION“. Osvitolohiya, Nr. 8 (2019): 19–25. http://dx.doi.org/10.28925/2226-3012.2019.8.1925.

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The article presents selected results of own research on the learning and cooperation of teachers in school teams. The opinions of teachers and directors on the need for team learning in cooperation and its manifestations in school practice were examined. Team learning was interpreted as the mutual transfer of knowledge, skills and professional and personal experience, through active and conscious participation in a team of people cooperating with each other on the principles of partnership and open communication. Key words: collaborative learning, teamwork, continuous improvement, teacher collaboration.

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Camiré, Martin, Meredith Rocchi und Kelsey Kendellen. „A comparative analysis of physical education and non-physical education teachers who coach high school sport teams“. International Journal of Sports Science & Coaching 12, Nr. 5 (22.08.2017): 557–64. http://dx.doi.org/10.1177/1747954117727629.

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Although high school sport in Canada has traditionally been an extracurricular activity overseen by physical education teachers, recent findings demonstrate how the majority ( n = 1677, 60%) of coaches are in fact non-physical education teachers. The purpose of the present study was to compare physical education and non-physical education teachers who coach high school sport teams. A national sample of 2890 Canadian high school teacher-coaches (males = 1967, 68%) from all 10 provinces and 3 territories responded to an online survey. Significant differences were found between physical education teacher-coaches and non-physical education teacher-coaches in terms of demographic variables, perceived teacher-coach benefits, and perceived coaching efficacy, whereby physical education teacher-coaches tended to have more favorable perceptions. Based on the results, access to coach education should be facilitated, particularly for non-physical education teacher coaches.

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Musick, Geoff, Divine Maloney, Chris Flathmann, Nathan J. McNeese und Jamiahus Walton. „Differentiated Instruction further Realized through Teacher-Agent Teaming“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, Nr. 1 (Dezember 2020): 1318–22. http://dx.doi.org/10.1177/1071181320641315.

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Teacher-agent teams have the potential to increase instructional effectiveness in diverse classrooms. The agent can be trained on previous student assessment data to create a model for assessing student performance and provide instructional recommendations. We propose a conceptual model that outlines how assessment agents can be trained for and used in classrooms to create effective teacher-agent teams. Furthermore, we show how teacher-agent teams can assist in the implementation of differentiated instruction, a strategy which allows teachers to effectively instruct students of diverse backgrounds and understandings. Differentiated instruction is further realized by having an assessment agent focus on grading student work, providing feedback to students, categorizing students, and giving recommendations for instruction so that teachers can focus on providing individualized or small group instruction to diverse learners. This model maximizes the strengths of teachers, while minimizing the tedious tasks that teachers routinely perform.

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Huizinga, Tjark, Adam Handelzalts, Nienke Nieveen und Joke Voogt. „Fostering teachers' design expertise in teacher design teams: conducive design and support activities“. Curriculum Journal 26, Nr. 1 (02.01.2015): 137–63. http://dx.doi.org/10.1080/09585176.2014.990395.

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Compen, Boukje, und Wouter Schelfhout. „The Role of External and Internal Team Coaches in Teacher Design Teams. A Mixed Methods Study“. Education Sciences 10, Nr. 10 (25.09.2020): 263. http://dx.doi.org/10.3390/educsci10100263.

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Teacher design teams (TDTs) are increasingly used as a means for teacher professional development. It has been posited that for teacher learning to occur, TDTs need support from team coaches. These coaches are either external experts or peer teachers that guide the team from within. The current literature is in debate on whether external or internal coaches are most effective in supporting TDTs. In this study, we, therefore, examine whether these coach types differ in how they fulfil their role. We additionally evaluate how coaching interacts with the team learning process and the TDT trajectory’s outcomes. We used a mixed methods design in the context of a large-scale TDT trajectory in Flanders (Belgium). We administered questionnaires among 63 teachers of 18 TDTs, and conducted interviews with the coaches of 14 TDTs. Our results indicate that coaching activities correlate with the majority of team learning beliefs and behaviours (TLBB) examined, as well as with perceived team effectiveness and the quality of material developed. Whereas teachers in TDTs with an internal coach seem to evaluate the coaching activities and the TLBB more positively than teachers in TDTs with an external coach, the opposite holds for perceptions of the trajectory’s outcomes.

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Badr Oqlah Al-Enzi, Badr Oqlah Al-Enzi. „The role of School Administration in the process of managing Distance Learning through the Microsoft Teams Program in following up Teachers in the State of Kuwait: دور الإدارة المدرسية في عملية إدارة التّعلم عن بُعد عبر برنامج ميكروسوفت تيمز (Microsoft Teams) في متابعة المعلمين في دولة الكويت“. مجلة العلوم التربوية و النفسية 5, Nr. 25 (28.07.2021): 18–1. http://dx.doi.org/10.26389/ajsrp.n130221.

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The study aimed to identify the role of school administration in the process of managing distance learning through the Microsoft Teams program in following up teachers in the State of Kuwait, and the descriptive analytical approach was used through the development of a questionnaire distributed to (74) teachers, who were chosen in a simple random way. The results showed that: - The role of school administration in the process of managing distance learning through the Microsoft Teams program in monitoring teachers from the teachers ’point of view in the State of Kuwait was of a moderate degree, where the arithmetic mean was (3.35), with a moderate degree of appreciation, and the student field came first. With an arithmetic mean (3.67), and a medium degree, followed in second place by the teacher's field with an arithmetic mean of (3.22), and with a moderate degree of appreciation, and in the third place came the field of means and technical tools with an average of (3.16), with a moderate degree of appreciation. - There are no statistically significant differences for the responses of the study sample on the areas of the school administration's role in the process of managing distance learning through Microsoft Teams in the follow-up of teachers. Uniforms for variables of gender, academic qualification and years of experience. Based on the findings of the study, the researcher recommends enriching teacher training programs in universities with courses related to distance learning, the use of computers and the Internet in education, and providing the moral and financial support necessary to spread the culture of using information and communication technology in the school community.

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Loeb, Diane Frome, und Debora Burns Daniels. „Administration of a Literacy-Based Curriculum by Teacher and SLP Teams“. Perspectives on School-Based Issues 10, Nr. 3 (Oktober 2009): 73–77. http://dx.doi.org/10.1044/sbi10.3.73.

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Abstract A literacy-based language curriculum for Native American and Hispanic American children was jointly administered by four speech-language pathologist (SLP) and teacher teams. Analyses indicated that teachers, when trained and provided with structured lessons, were able to co-administer a curriculum designed to improve language and literacy skills in the classroom.

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Uline, Cynthia L., und Joann M. Berkowitz. „Transforming School Culture through Teaching Teams“. Journal of School Leadership 10, Nr. 5 (September 2000): 416–44. http://dx.doi.org/10.1177/105268460001000502.

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This study uses the experiences of school restructuring and reform as a context for the study of cultural change and cultural learning. Drawing on theories of organizational culture and cultural change, the article considers a particular school as a culture in transition. Instructional teams are central to the school's reform efforts and person-to-person relationships are at the heart of shared cultural assumptions. The study explores the impact of changing structures, policies, artifacts, and events in directing cultural change; the central role shared assumptions play within the process; the impact of cultural change on teachers’ images of themselves as teachers; and the role of school leaders in initiating cultural change.

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Almodaires, Abdullah A., Faisal M. Almutairi und Tareq E. A. Almsaud. „Pre-Service Teachers’ Perceptions of the Effectiveness of Microsoft Teams for Remote Learning“. International Education Studies 14, Nr. 9 (28.08.2021): 108. http://dx.doi.org/10.5539/ies.v14n9p108.

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This paper draws on social constructivism and the domestication model and investigates pre-service teachers’ perceptions of the usefulness of Microsoft Teams for remote learning. This research is part of a descriptive cross-sectional study. It is neither causal nor relational. The participants comprised of 215 undergraduate pre-service teachers from an all-female teacher training college in Kuwait and were surveyed during year 1 of their three-year academic programme. Descriptive statistical analysis and One-way ANOVA were used to analyse the data. Results indicated an overall positive perception of Microsoft Teams by all participants. The findings suggest that Microsoft Teams is an effective virtual leaning platform because of its quality, user friendliness and functionalities. The respondents perceived that the tool played a significant role in fostering interactive learning and for receiving and providing feedback. However, the pre-service teachers perceived that the platform was not suitable for independent learning and collaborative learning compared to other online collaborative tools. The empirical contribution of this study is founded on the fact that it is conducted in the context of virtual remote learning at an undergraduate teacher education level where there is limited empirical evidence. This study adds to and extends existing literature by contributing to an understanding of the domestication of virtual learning platforms when making the shift from purely traditional classrooms to remote learning.

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Kervinen, Anttoni, Anna Uitto, Arja Kaasinen, Päivi Portaankorva-Koivisto, Kalle Juuti und Merike Kesler. „Developing a collaborative model in teacher education – An overview of a teacher professional development project“. Lumat: International Journal of Math, Science and Technology Education 4, Nr. 2 (27.12.2016): 67–86. http://dx.doi.org/10.31129/lumat.4.2.33.

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The article discusses the development of an educational model intended to support teachers’ professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants’ open answers to a questionnaire, indicate that the developed collaborative model for science education supported preservice teachers and in-service teachers’ professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the second or third design cycles. Participants reflected on theory and practice. They experienced increased knowledge about inquiry and integrative approaches, collaborated in teams to some extent, and found this to be supportive during the project. Also, pre-service teachers appreciated the opportunity to teach in the schools. In general, careful goal setting, collaboration between the participants, and guidance by teacher educators during the initiation of the project were found to be crucial to the further success of the project. The results highlight a need for further research in order to better meet to the challenges of team teaching, inquiry-based instruction, and integrative teaching. The designed model was developed between the cycles and must be further developed in the future, especially in terms of supporting collaboration and clarifying theoretical concepts during the project.

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Koh, Joyce Hwee Ling, Ching Sing Chai und Wei Ying Lim. „Teacher Professional Development for TPACK-21CL“. Journal of Educational Computing Research 55, Nr. 2 (26.07.2016): 172–96. http://dx.doi.org/10.1177/0735633116656848.

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This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers’ technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers’ prolonged engagement with peers and researchers in design teams. Supported by technological pedagogical content knowledge rubrics and technological pedagogical content knowledge design heuristics, the process enabled teachers to assess their current ICT lessons, set design goals, redesign, implement, and evaluate student learning outcomes, as well as reflect on their pedagogical practices. A year-long implementation study conducted with 37 teachers from a Singapore primary school who were organized into seven lesson design teams found that the process had positive effects on teachers’ confidence for technological pedagogical content knowledge for 21st century learning and lesson design practices. Five of the seven design teams were able to make pedagogical changes toward 21st century learning, and six of the teams realized improvement in student learning outcomes. The implications for teacher ICT professional development are discussed.

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Mfuthwana, Thembeka, und Lorna M. Dreyer. „Establishing inclusive schools: Teachers’ perceptions of inclusive education teams“. South African Journal of Education 38, Nr. 4 (30.11.2018): 1–10. http://dx.doi.org/10.15700/saje.v38n4a1703.

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Kirk, A. D., und S. Feng. „Surgeons and Research: Talent, Training, Time, Teachers and Teams“. American Journal of Transplantation 11, Nr. 2 (12.01.2011): 191–93. http://dx.doi.org/10.1111/j.1600-6143.2010.03399.x.

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Kerble, Marc. „Incorporating Special Education Teachers into Teams: Why and How?“ Middle School Journal 19, Nr. 4 (Juli 1988): 18–19. http://dx.doi.org/10.1080/00940771.1988.11494774.

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Creese, Angela, Brahm Norwich und Harry Daniels. „Evaluating Teacher Support Teams in secondary schools: supporting teachers for SEN and other needs“. Research Papers in Education 15, Nr. 3 (Januar 2000): 307–24. http://dx.doi.org/10.1080/02671520050128786.

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Keong, Tan, Choon, Nguyen, B.D., Lee, Kean Wah und Kang, Hwa Choo. „The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context“. Studies in English Language Teaching 8, Nr. 1 (24.02.2020): p85. http://dx.doi.org/10.22158/selt.v8n1p85.

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This study aimed to examine the impact of the design teams approach on preservice teachers’ technological pedagogical and content knowledge (TPACK). Using a mixed-method design, the researcher implemented the investigation among 62 teacher candidates whose major was Primary English Teaching at a university of foreign language studies in Central Vietnam. All of the participants attended a course named “Technology in Education”, which was adapted based on Johnson’s design teams approach model (2014). The data were collected using pre- and post-TPACK Survey, a TPACK Rubric (TIAI) and semi-structured interviews. The findings indicated that this design teams approach had a significant impact on the participants’ TPACK, particularly its technology-related knowledge domains (TK, TPK, TCK, TPACK). The result was also confirmed by the teacher candidates’ positive responses about their perceptions towards this instructional approach.

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Pynoo, Bram. „Strengthening teacher trainers´ICT competencies through ICT design teams: lessons learned“. Afrika Focus 31, Nr. 1 (26.02.2018): 35–49. http://dx.doi.org/10.1163/2031356x-03101003.

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In order for teacher trainers to effectively integrate ICT in their teaching practice and serve as a model to their pre-service teachers, teacher training should consist of technological, pedagogical and content knowledge. One way to achieve this is by setting up collaborative (design) teams. In this contribution four cases of ICT design teams are presented, each starting from a different perspective. The functioning of the design teams is assessed by making use of two recently developed frameworks. The team leaders are vital for the functioning of their team, and all teams succeed (at least to some extent) in designing learning materials and strengthening the ICT competences of the team members. Other success factors are the networked nature of the design teams and the personal interest of the team members; whereas time and duration of the project were the limiting factors. The project ran over two academic years; limiting the activities of the design team to one school-year might have led to fewer drop-outs and more involvement.

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Kazempour, Mahsa, und Aidin Amirshokoohi. „Pre-service Teachers’ Collaborative Learning Experiences in a Science Content Course“. Science Education International 31, Nr. 4 (06.12.2020): 379–85. http://dx.doi.org/10.33828/sei.v31.i4.6.

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Developing an in-depth understanding, skills, and level of comfort to teach through inquiry requires that pre-service teachers themselves learn through an inquiry-based approach that would allow them to explore various dimensions of such an approach. Productive discourse and collaboration, involving extensive interactions among students, constant and mutual exchange of ideas, and higher-order thinking are critical components of inquiry-based learning. Further research is needed to understand the dynamics of collaborative experiences and the process by which science is learned in collaborative team contexts, particularly with teacher candidates who will be responsible for implementing such approaches in their future classrooms. This qualitative study aimed to explore the dynamics of inquiry-based learning experiences of two teams of elementary pre-service teachers in an introductory science content course. Analysis of observation data indicated that although the team engaged in a less structured activity engaged in slightly more productive communication, both teams experienced inequitable levels of involvement by different team members. Team members assumed different roles and varying degrees of participation and engagement in discourse. Our research indicated possible challenges of collaborative interaction and discourse which are critical to consider as teacher educators and researchers. It is imperative that science content and methods courses offer pre-service teachers opportunities for direct experience and explicit instruction on effective means of productive interactions and discourse.

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Quinn, Gary, und L. Nan Restine. „Interdisciplinary Teams: Concerns, Benefits, and Costs“. Journal of School Leadership 6, Nr. 5 (September 1996): 494–511. http://dx.doi.org/10.1177/105268469600600502.

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This article presents a description and analysis of four middle school interdisciplinary teams, their focus of concern, and teachers’ perceptions of the benefits and costs of teaming for themselves and for students. Findings reveal that successful progression toward interdisciplinary teaming tasks is influenced by the interrelationships of group composition, operating variables, and structural variables in particular environments over time.

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Gibbons, Andrew, Sue Stover, Kiri Gould, Sandy Farquhar, Marek Tesar und Sonja Arndt. „‘Unpacking our thinking in front of each other’: A case study in knowledge flow within an early childhood teaching team“. Australasian Journal of Early Childhood 46, Nr. 3 (21.04.2021): 236–48. http://dx.doi.org/10.1177/18369391211010344.

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The complex and fluid nature of knowledge is a key dimension of the early childhood curriculum and of early childhood teaching and learning. Such complexity adds to the already complex and dynamic work of an early childhood teacher. With a dynamic view of knowledge in mind, this article reports on research with a team of early childhood teachers to explore the ways in which knowledge is experienced for the teaching team. We explore formulations and debates on knowledge that engage with the complexity of knowledge relationships in an early childhood teaching team. The data provides an insight into the importance of leadership and interpersonal relationships in determining how knowledge moves within the ecology of a teaching team. The benefits of critical dialogue are explored in terms of supporting the work, and well-being, of early childhood teachers and teaching teams.

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Valiukienė, Roma. „Avenues for Peer Development in Cross-subject Teams“. Verbum 4 (06.02.2013): 134–43. http://dx.doi.org/10.15388/verb.2013.4.4990.

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The current tendency to promote university teacher’s research capacities has long over-shadowed the demand for high-quality teaching and made educator’s human capital and professional intellect look insignificant and not appreciated. Moreover, though it is commonly recognised that co-operative strategic intelligence creates most of the professional intellect of an organization, some are dubious about the value of collaborative educator work in a university for the benefit of students and the reputation of the institution itself. The paper shares insights into how to boost the teacher’s confidence in self and others, and what affects such cultivated self-esteem would have in modern needs-based cross-cultural training environments. The reflections are based on the experiences in the CLIL project implemented by the Institute of Foreign Languages of Vilnius University, and comparisons are made regarding the purposes and ways of collaboration between subject and language teachers in secondary schools and universities. In addition, an analysis of the most interesting accomplishments and an overview of key learning experiences are shared for a development of similar projects in future. To place the experience in a broader context, observations are causally linked with the overall situation in higher education where a gradual shift away from conventional teaching methods to more unstructured, learner-centred programmes is being made.

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Leatherman, Jane. „Teachers’ voices concerning collaborative teams within an inclusive elementary school“. Teaching Education 20, Nr. 2 (08.05.2009): 189–202. http://dx.doi.org/10.1080/10476210902718104.

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Cunningham, Roger C., und Nancie M. Shillington. „Mentoring Preservice Teachers through Interdisciplinary Teams: A School-University Partnership“. Action in Teacher Education 11, Nr. 4 (Januar 1990): 6–12. http://dx.doi.org/10.1080/01626620.1990.10463094.

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Wilson, Jennifer L. „Virtual Teaming: Placing Preservice Middle Level Teachers on Interdisciplinary Teams“. RMLE Online 31, Nr. 3 (Januar 2007): 1–15. http://dx.doi.org/10.1080/19404476.2007.11462046.

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Briot, Marika, und Pierre Chifflet. „Action Logics of Physical Education Teachers in their Teaching Teams“. European Physical Education Review 10, Nr. 2 (Juni 2004): 157–78. http://dx.doi.org/10.1177/1356336x04044069.

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González González, Mª Teresa. „Teacher Teams in Compulsory Secondary Education: Possibilities and Uncertainties“. education policy analysis archives 15 (15.10.2007): 20. http://dx.doi.org/10.14507/epaa.v15n20.2007.

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This paper is about the constitution of teacher teams in the Educación Secundaria, something proposed in the Ley Orgánica de Educación (LOE, 2006). First, a discussion of the disadvantages of organizing high schools by academic departments is presented, namely, the tendency of teachers to communicate mainly with those colleagues working in the same curricular area, the difficulties involved in the development of curricular projects that translate into globally coherent school experiences meaningful and relevant for the students, and the repercussions of such structures on the caring and support for students. Against this background, it is suggested that one of the alternatives to counteract the effects of departmentalization entails the creation of teacher teams. The new possibilities of coordination offered by teams are then commented, as they are seen as appropriate instruments to articulate the work and reflection of their members on cross curricular issues. Finally, some uncertainties and complexities of this new structure are discussed, namely, the possibility of it being applied only at a formal level, the difficulties involved in the coexistence of teams and departments, or the risk of overlooking the ”instituto” as a globally oriented educational institution.

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Brandisauskiene, Agne, Jurate Cesnaviciene, Rita Miciuliene und Lina Kaminskiene. „What Factors Matter for the Sustainable Professional Development of Teachers? Analysis from Four Countries“. Journal of Teacher Education for Sustainability 22, Nr. 2 (01.12.2020): 153–70. http://dx.doi.org/10.2478/jtes-2020-0022.

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Abstract In the 21st century, teachers’ learning is viewed through the lens of sustainable development as a holistic, transformative and collaborative learning process. Acknowledging that teacher professional development is a prerequisite for educational quality, it becomes necessary to look for professional development factors that could be relevant to sustainable professional development. The article explores factors of sustainable professional development of teachers based on data of TALIS 2018 from four Baltic countries (Estonia, Finland, Latvia, and Lithuania). The study also discusses distinct characteristics of teacher professional development in the analyzed countries. Although traditional forms and methods of professional development still prevail in all countries, teachers also learn through active cooperation. Finnish teachers, more often than teachers in the other countries, worked in teams and shared material, knowledge, etc. with each other; Estonian teachers, more so than teachers in the other countries, took part in long-term training; Latvian teachers were more likely than teachers in the other countries to observe other teachers’ classes and provide feedback. Lithuanian teachers were perhaps the most active in terms of learning, but young teachers with fewer years of service were more likely to engage in long-term and collaborative activities. Finally, the implications for further research are discussed.

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Anderson, Lotta, und Daniel Östlund. „ASSESSMENTS FOR LEARNING IN GRADES 1-9 IN A SPECIAL SCHOOL FOR STUDENTS WITH INTELLECTUAL DISABILITY IN SWEDEN“. Problems of Education in the 21st Century 75, Nr. 6 (15.12.2017): 508–24. http://dx.doi.org/10.33225/pec/17.75.508.

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The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students' abilities in different subject. The data in this study are based on teams’ written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children’s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective. Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time. Keywords: assessment for learning, intellectual disability, teacher, paraprofessional, special school

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Caldarella, Paul, Leslie Williams, Krystine A. Jolstead und Howard P. Wills. „Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams“. Update: Applications of Research in Music Education 35, Nr. 3 (08.01.2016): 23–30. http://dx.doi.org/10.1177/8755123315626229.

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Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific positive behavior support intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in elementary schools but has not been evaluated specifically in music classrooms. The present study sought to investigate the effectiveness of CW-FIT in increasing on-task behavior and teacher praise-to-reprimand ratios in a sixth-grade music classroom. A single-subject reversal (ABAB) design was used. Results indicated that student on-task behavior increased when CW-FIT was implemented. Teacher praise-to-reprimand ratios also improved. Results suggest the teacher and the students found CW-FIT valuable and enjoyable. Study limitations and implications are addressed.

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Skrypnyk, Tetiana, und Karina Biryukova. „CONTINUOUS EXPERTS COACHING TO INCREASE THE COMPETENCE OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN EDUCATIONAL INSTITUTIONS“. Continuing Professional Education: Theory and Practice, Nr. 1 (2020): 23–29. http://dx.doi.org/10.28925/1609-8595.2020.1.3.

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In the article, the authors analyze ways to increase the professional competence of teachers of multidisciplinary IEP teams. This allows the conclusion that that the use of coaching is appropriate for mastering support specialists with inclusive technologies, as well as the ability to work in a team interaction mode. Despite the obvious advantages of teamwork, in Ukraine this format of work is still not mastered in an inclusive educational environment. In the article the authors present the structure of the training program based on the team management model for significant achievements (R. Hackman). We conducted a training program for 10 IEP teams, aimed at increasing the level of team interaction and inclusive competence of specialists. Formative influence was done directly during the professional activity of teachers and was accompanied by prolonged expert coaching. In their study, the authors applied a special design scheme for teamwork. This scheme was concretized in the fact that the participants of the IEP teams used the experience gained in the training sessions in the practice of their professional activity, critically comprehended and analyzed their new experience, sought to comprehend the factors of both success and failure. Together with the coordinator and experts, all participants of the IEP teams developed rules for the team, established feedback, sought to influence the focus on mastering the modern approaches of the inclusive process at the level of the entire educational institution. In turn, this maintained the necessary level of motivation and joint intentions to introduce a competently constructed educational environment. To assess the state of inclusive competence formation before and after the training program, we used teacher self-assessment method «Professional Development Tool for Improving the Quality of Practice in primary school». As a result, all teachers have achieved a significant increase in the effectiveness of interdisciplinary support for children with special needs, which have reflected in the positive changes that have occurred in teachers at the professional, interpersonal and personal levels.

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