Journal articles on the topic 'Student and teacher collaboration'
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Pardini, Agung, Ervan Jaya, Asep Ihsanudin, and Ade Munawar Luthfi. "The Implementation of Teacher Leader Collaboration; Start-Up Project Leadership, Sekolah Guru Indonesia." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 7, no. 2 (July 22, 2022): 242–54. http://dx.doi.org/10.31538/ndh.v7i2.2215.
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This article explored a learning cycle based on the collaboration of teacher leadership with students in solving actual problems through innovative and productive business start-ups. The purpose of this study is to describe the implementation of the Teacher Leader Collaboration; Start-up Project Leadership carried out during the pandemic. The Indonesian Teacher's School (SGI) during the pandemic has carried out a teacher-leader collaboration program to encourage teachers to innovate and collaborate. This research uses a qualitative case study approach. This research is on the SGI 2nd session teacher leader collaboration program. SGI is a training institution for teacher capacity building through the 10-teacher leadership curriculum, so researchers want to know the extent of the impact of implementing teacher-leader collaboration. The impact of implementing the Collaborative Teacher Leaders (KGP), Start-up Project Leadership (SPL) is not only for students and teachers but also for schools and parents. The impact of SPL on students; improves student creativity; motivates students; builds student character and increases student skills. The impact of DSS on teachers; develop teaching skills and teacher collaboration and develop teacher emotional intelligence. The impact of SPL on schools is that it can create a superior school culture. Finally, the impact on parents is that parents feel happy and proud to be able to collaborate with the school.
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Harvey, Deirdre, Louise Lehane, and Kate Mohan. "Broaden and Build? Examining student teachers’ understanding of teacher collaboration." Psychology of Education Review 46, no. 2 (2022): 24–31. http://dx.doi.org/10.53841/bpsper.2022.46.2.24.
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Teacher collaboration is widely endorsed across the teacher continuum, including student teachers, due to its positive impact on teachers’ professional practice, knowledge and support, and learner outcomes. Notably, one’s definition of teacher collaboration informs beliefs and engagement in the process. Yet, little attention has been given to student teachers in this regard. Employing Broaden-and-Build theory (BBT; Fredrickson, 2004), this case study examines student teachers’ understanding and the perceived impacts they align to the teacher collaboration. 119 student teachers in one Initial Teacher Education (ITE) institution, in the Republic of Ireland completed a researcher-designed questionnaire seeking their definition of teacher collaboration and aligned impacts they afford to the process. Thematic analysis revealed participants’ understandings of collaboration included working together, sharing and a school-wide activity. Participants were positively disposed to collaboration, with enhanced intellectual, social and emotional resources attributed to collaborators. Inhibitory factors, such as lack of understanding, limited time and problematic working relationships were also identified as restricting collaborative opportunities and by extension associated gains. Discussion of the findings and their support of BBT are presented, as well as future research emanating from this study considered.
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Liu, Peng, and Qi Xiu. "Teacher Professional Collaboration in China: Practices and Issues." Beijing International Review of Education 1, no. 1 (March 22, 2019): 162–78. http://dx.doi.org/10.1163/25902547-00101012.
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Fostering higher-order thinking skills of students is important aim for 21st century education. Teachers, as important elements in a positive learning environment, are the key to high quality education. As for the importance of teacher professional collaboration in teacher development, Hargreaves and Fullan (2012) pointed out that teachers’ professional collaboration will benefit not only students but also the whole school community, and even society at large. In Chinese context, the Ministry of Education of the People’s Republic of China (2010) issued a policy in 2010 promoting teacher professional collaboration and development as a background of this study, implying that teachers must be collaborating actively with colleagues in daily professional life to achieve collective growth for the purpose of improving student learning.Based on the policy reality, this study explored teacher professional collaboration in the Chinese education context. It looked in particular at practices and issues in teacher professional collaboration. This article begins with the definitions of teacher professional collaboration, followed by a detailed exploration of this type of collaboration in Chinese education and issues related to its implementation. This study will provide holistic picture of teacher collaboration in China for contributing to theoretical development and educational practice.
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Sehgal, Prachee, Ranjeet Nambudiri, and Sushanta Kumar Mishra. "Teacher effectiveness through self-efficacy, collaboration and principal leadership." International Journal of Educational Management 31, no. 4 (May 8, 2017): 505–17. http://dx.doi.org/10.1108/ijem-05-2016-0090.
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Purpose Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship. Design/methodology/approach Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 privately owned schools in India. Teacher self-efficacy, collaboration and principal leadership were reported by the teachers whereas effectiveness of each teacher was captured from around ten students each who were taught by the corresponding teacher. Data were analyzed using SEM-PLS. Findings Results confirmed a positive association between teacher self-efficacy and the three dimensions of teacher effectiveness, namely, teacher’s delivery of course information, teacher’s role in facilitating teacher-student interactions, and teacher’s role in regulating students’ learning. Results also confirmed that both collaboration and principal leadership are positively related to teacher self-efficacy. Originality/value The results of the study indicate that schools need to focus on enhancing self-efficacy of their teachers and give importance to teacher collaboration and principal leadership in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.
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Boyles, Leticia. "Educational Teamwork: Making Lifelong Changes Through Student & Teacher Collaboration." Interdisciplinary Journal of Advances in Research in Education 1, no. 1 (October 16, 2018): 1–7. http://dx.doi.org/10.55138/z104284lcb.
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Many educational studies have generally supported the notion that the problems of teacher and student relationships lie inside and outside of the classroom. Yet such studies neglect to point to the vital role through which students and teachers thrive together as teamwork. The author explores the link between student and teacher relationships and classroom practices by applying meta-analysis of literature review to ideals, positive emotions, and confidence. This paper exemplifies that the effects of classroom practices, when added to those of student and teacher characteristics, are comparable in responsibilities, which suggest that both teachers and students can contribute to the learning process. This paper seeks to contribute to education by strengthening and increasing discussion on the topic of student-teacher collaboration. Keywords: Teachers-Students Relationship, Collaboration, Lifelong Changes
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Goddard, Yvonne L., Roger D. Goddard, and Megan Tschannen-Moran. "A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools." Teachers College Record: The Voice of Scholarship in Education 109, no. 4 (April 2007): 877–96. http://dx.doi.org/10.1177/016146810710900401.
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Background/Context A review of the literature demonstrates that schools are frequently called upon to improve by developing high levels of teacher collaboration. At the same time, there is a paucity of research investigating the extent to which teachers’ collaborative school improvement practices are related to student achievement. Purpose The purpose of this study was to review the literature and empirically test the relationship between a theoretically driven measure of teacher collaboration for school improvement and student achievement. Setting The data for this study were drawn from students and teachers in a large urban school district located in the midwestern United States. Population The population for this study came from the elementary schools in one large midwestern school district. Survey data were drawn from a sample of 47 elementary schools with 452 teachers and 2,536 fourth-grade students. Research Design Hierarchical linear modeling (HLM) was the primary analytic method. Survey data were collected approximately 2 months before students took the mandatory state assessments, which provided the scale scores that served as dependent variables in this research. HLM accounted for the nested nature of the data (students nested in schools). This was a naturalistic study that employed secondary data analysis. There was no intervention, treatment, or randomization. Naturally occurring differences in teachers’ levels of collaboration were measured, and statistical controls for school social context were employed. At the student level, the study employed controls for children's social and academic backgrounds. Data Collection and Analysis Data were obtained from teachers and students in the sampled schools. Teacher data were obtained via a survey assessing teacher collaboration. Student data were obtained from the central administrative office of the school district for all students who attended sampled schools during the year in which we surveyed teachers. Results Results of HLM analyses indicate that fourth-grade students have higher achievement in mathematics and reading when they attend schools characterized by higher levels of teacher collaboration for school improvement. Conclusions The authors suggest that the results provide preliminary support for efforts to improve student achievement by providing teachers with opportunities to collaborate on issues related to curriculum, instruction, and professional development. The authors also discuss the need for more research on the effects of different types of collaborative practices using more representative samples.
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Berry, Ann B. "Understanding Shared Responsibility Between Special and General Education Teachers in the Rural Classroom." Rural Special Education Quarterly 40, no. 2 (June 2021): 95–105. http://dx.doi.org/10.1177/87568705211015681.
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A shared sense of responsibility for the education of students with disabilities can have positive effects on both teachers and students. When special education (SE) and general education (GE) teachers work together, this collaborative relationship is a positive variable in teacher satisfaction and retention. Furthermore, teacher collaboration and an inclusive delivery of SE services in the GE classroom can foster increased student achievement, motivation, self-esteem, and social growth. In this study, the researcher conducted individually administered surveys with 35 teachers in two rural districts to further explore the variable of a shared sense of responsibility: what tasks, how, and where responsibilities were shared. Following the presentation of the survey results is a description of the professional development that was provided to teachers in collaboration and co-teaching. Barriers and benefits to increasing teacher collaboration and co-teaching are discussed, including outcomes for students in one co-taught classroom over a 2-year period.
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Sharpe, Tom, Monica Fabian Lounsbery, Cindy Golden, and Chris Deibler. "Analysis of an Ongoing, District-Wide Collaborative Approach to Teacher Education." Journal of Teaching in Physical Education 19, no. 1 (October 1999): 79–96. http://dx.doi.org/10.1123/jtpe.19.1.79.
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Collaboration among teacher educators and practicing teachers is currently a popular education reform strategy. Two matched undergraduate cohorts, one prepared in a Professional Development School (PDS) collaborative, were followed over a 5-year period to determine the benefits of one collaborative model. Qualitative data were collected across the 2 undergraduate groups (n = 8, n = 6), two cooperating teacher groups (n = 16, n = 12), two public school administrative groups (n = 4, n = 3), and one faculty group (graduate student n = 3, faculty n = 3). Observational data were also collected for each undergraduate cohort, representing practicum, student teaching, and inservice teaching. Qualitative data over the 5-year study period showed trends from apprehension to receptivity and recommitment to the teacher education process for all collaborative participants. While not directly attributable to the collaboration model alone, exposed undergraduates and their students also demonstrated marked changes in select daily practices correlated with effective instruction. Challenges and implications for research on collaborative activities are last discussed.
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Klefbeck, Kamilla. "Lesson study for students with intellectual disability." International Journal for Lesson & Learning Studies 9, no. 3 (May 7, 2020): 245–59. http://dx.doi.org/10.1108/ijlls-12-2019-0082.
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PurposeThis study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention.Design/methodology/approachLesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests with Likert-type scales.FindingsStudents' knowledge increased during the study. The mean scores for the first group (six students) were 4.3 in the pre-test and 6.5 in the post-test (effect size 0.9). For the second group (four students), the mean score was 3.8 in the pre-test and 4.3 in the post-test (effect size 0.2). Attitude measurement showed split opinions; seven students had a positive experience and three had a predominantly negative experience. Assessment of teacher certainty using transcribed audio recordings of teachers' statements during the collaborative meetings indicated a positive relation between teacher expressions of certainty and student learning. The teacher–researcher collaboration increased teachers' focus on student learning and deepened the researcher's analysis.Originality/valueThere is an urgent need to explore collaborative development in special educational needs teaching. Lesson study is an effective way of examining teachers' collaborative processes using data on teachers' reasoning about teaching and students' learning.
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Samaranayake, Geethamali, Kirthi Premadasa, Rajee Amarasinghe, and Khyam Paneru. "Teacher change through Lesson Study collaboration." International Journal for Lesson and Learning Studies 7, no. 4 (October 8, 2018): 263–76. http://dx.doi.org/10.1108/ijlls-12-2017-0055.
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Purpose The purpose of this paper is to measure teacher change in attitudes and beliefs among college teachers and school teachers who participated in Lesson Study projects. The authors investigate the answers to the question “Does the collective design of a single lesson contribute to noteworthy and lasting teacher change and student achievement?” Design/methodology/approach The authors surveyed a group of college and school teachers on several aspects central to the Lesson Study mission. The authors performed a formal statistical analysis of the survey results. The authors also utilized the analysis of student performance data of the same group of schoolteachers. These teachers come from a school district in the western USA and conducted Lesson Study as professional development. Findings The findings show significant and lasting change in attitudes and beliefs of teachers as a result of their Lesson Study experience. In addition, evidence suggests a strong connection between collaboration and teacher change. The authors also present evidence of the noteworthy influence that teachers who participated in Lesson Study had on a historically under-performing student population. Practical implications The findings show evidence of lasting and beneficial effects of teacher collaboration. The authors believe that our research is appealing to a vast audience and should inspire teachers toward collaboration. Originality/value The study contributes to the growing body of research on professional development of teachers by demonstrating the positive effects of Lesson Study on teachers in both college and school environments.
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Minnie, Carolyn, Carly Lassig, Donna Tangen, and Denise Beutel. "Teacher Collaboration in Supporting Students with Twice-Exceptionality to Transition to Secondary School." Australasian Journal of Gifted Education 31, no. 2 (December 1, 2022): 20–35. http://dx.doi.org/10.21505/ajge.2022.0013.
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This study explored teacher collaboration to support a particular cohort of students with twice-exceptionality (2E), specifically students with the concomitant of autism with intellectual giftedness (IG), to transition from primary to secondary school. Findings indicated a general lack of teacher collaboration regarding the sharing of student information between primary and secondary sectors. Teachers seemed to lack an understanding of 2E and did not collaborate with ‘knowledgeable others’ (learning support teachers and gifted education teachers) in the school to learn how best to support students’ transition. Moreover, teachers tended to take a deficit approach with a focus on student misbehaviour rather than on the transitioning needs of these students.
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Cuddapah, Jennifer Locraft, and Shabana Sayed. "Student Learning Objectives (SLOs): Collaboration for Student Success." Global Journal of Educational Studies 5, no. 2 (November 14, 2019): 24. http://dx.doi.org/10.5296/gjes.v5i2.15423.
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A middle school science teacher and a college teacher educator collaborate to explain how the Student Learning Objective (SLO) was embedded into the student teaching internship. After review of the SLO literature, details about the process and benefits of partnering with a mentor teacher in order to learn about the SLO implementation cycle are shared. Implications for future practice are offered.
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Rio, Rio Hermawan. "Collaboration of Counseling Teachers and Parents in Distance Learning During The Covid-19 Pandemic." International Journal of Applied Guidance and Counseling 2, no. 1 (February 26, 2021): 1–6. http://dx.doi.org/10.26486/ijagc.v2i1.1406.
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Abstrak: This research is a type of descriptive analytic study, which explains and analyzes how the collaboration of counseling teachers and parents in distance learning during the Covid-19 pandemic. During distance learning the bk teacher should consider increasing communication interaction with parents as well as collaborating with parents and trying to develop positive perceptions about students in terms of student success during distance learning. Collaboration is an activity where there is cooperation between various parties in realizing educational goals, both parties from within and from outside educational institutions. Collaboration in guidance and counseling is a collaborative activity between counseling teachers and a number of related parties in order to achieve the objectives of the guidance and counseling service program, therefore there is a need for a good collaborative strategy between counselors and parents, especially in terms of developing student study success. The involvement of parents in question can be in the form of inviting parents as members of the school committee, providing opportunities for parents to become tutors in an instructional program, involvement of parents in funding a broader school program and also strengthening the understanding and skills of parents regarding child and adult development.
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ANAYA, ANTONIO R., and JESÚS G. BOTICARIO. "A DOMAIN-INDEPENDENT, TRANSFERABLE AND TIMELY ANALYSIS APPROACH TO ASSESS STUDENT COLLABORATION." International Journal on Artificial Intelligence Tools 22, no. 04 (August 2013): 1350020. http://dx.doi.org/10.1142/s0218213013500206.
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Collaborative learning environments require intensive, regular and frequent analysis of the increasing amount of interaction data generated by students to assess that collaborative learning takes place. To support timely assessments that may benefit students and teachers the method of analysis must provide meaningful evaluations while the interactions take place. This research proposes machine learning-based techniques to infer the relationship between student collaboration and some quantitative domain-independent statistical indicators derived from large-scale evaluation analysis of student interactions. This paper (i) compares a set of metrics to identify the most suitable to assess student collaboration, (ii) reports on student evaluations of the metacognitive tools that display collaboration assessments from a new collaborative learning experience and (iii) extends previous findings to clarify modeling and usage issues. The advantages of the approach are: (1) it is based on domain-independent and generally observable features, (2) it provides regular and frequent data mining analysis with minimal teacher or student intervention, thereby supporting metacognition for the learners and corrective actions for the teachers, and (3) it can be easily transferred to other e-learning environments and include transferability features that are intended to facilitate its usage in other collaborative and social learning tools.
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Le, Ha, Jeroen Janssen, and Theo Wubbels. "Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration." Cambridge Journal of Education 48, no. 1 (January 13, 2017): 103–22. http://dx.doi.org/10.1080/0305764x.2016.1259389.
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Stobaugh, Rebecca, and Kimberlee Everson. "Student Teacher Engagement in Co-Teaching Strategies." Educational Renaissance 8, no. 1 (February 27, 2020): 30–47. http://dx.doi.org/10.33499/edren.v8i1.137.
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Recently there has been increasing emphasis on co-teaching experiences for teacher candidates. Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers' co-teaching experiences. The following study utilized survey data to ascertain if student teachers' use of different co-teaching strategies changed over the course of their student teaching semester, as well as, compared student teacher use of co-teaching strategies in elementary, middle, and secondary program areas. Pilot Study Survey data revealed that approximately one-fourth of the student teacher's time is spent teaching alone. However, the Student Teacher Survey data indicated that the Team Teaching co-teaching strategy increased more than any other co-teaching strategy in all program areas. The study concludes that as teacher education programs seek to maximize the benefits of the co-teaching model, student teachers and cooperating teachers need additional training in ways to utilize all the co-teaching strategies to maximize student learning.
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Guan, Lina. "Investigation into Improvement of Teacher Autonomy and Student Autonomy through Collaborative Action Research." Theory and Practice in Language Studies 11, no. 1 (January 1, 2021): 76. http://dx.doi.org/10.17507/tpls.1101.09.
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Teacher autonomy and student autonomy are interrelated and can’t be divided. Collaborative action research can improve EFL teachers’ professional development; renew their conception about the collaboration and change their fixed conception about teaching and learning.
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Aalto, Eija, and Mirja Tarnanen. "Negotiating language across disciplines in pre-service teacher collaboration." European Journal of Applied Linguistics 5, no. 2 (September 5, 2017): 245–71. http://dx.doi.org/10.1515/eujal-2017-0011.
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AbstractIn multilingual learning settings, in order to provide optimal learning conditions for all learners and support both disciplinary and language knowledge development, subject teachers need knowledge on and understanding of how language is used to construct meanings in their discipline and how to scaffold learning from the premise of learners’ current skills. In this article, we report a descriptive case study of two teaching interventions carried out in pre-service subject teacher practice. Student teachers of science and ethics collaborated with student teachers of Finnish language and literature to plan and implement thematic units that focused on particular disciplinary phenomena and the language and project skills needed in exploring those phenomena in a multilingual and multicultural teaching setting. Audio-recorded planning sessions and interviews of teacher students were analysed using thematic analysis and discourse analysis to identify emerging discourses reflecting their pedagogical language knowledge. The student teachers seemed to approach language mainly as bounded sets of linguistic resources, and various means for meaning-making were used to a large extent separately without strategic consideration. Spoken language in particular was unconscious, unanalysed, and considered a self-explanatory means for meaning-making.
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Cajkler, Wasyl, and Phil Wood. "Mentors and student-teachers “lesson studying” in initial teacher education." International Journal for Lesson and Learning Studies 5, no. 2 (April 11, 2016): 84–98. http://dx.doi.org/10.1108/ijlls-04-2015-0015.
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Purpose – The purpose of this paper is to study an adapted version of lesson used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach – In total, 12 lesson study case studies were completed and analysed. Findings – Three principal findings emerged: first, most collaborating mentors and student-teachers reported that they engaged in a reflexive process, exploring the complexity of teaching, each learning more about the characteristics of teaching; second, in cases where collaboration allowed student-teachers a degree of autonomy, lesson study provided a collaborative scaffold for understanding the complexity of teaching, contributing to professional development along a continuum which the authors tentatively term “pedagogic literacy”; third and less positively, some mentors struggled to shed the shackles of traditional roles, dominating the discourse as advice-givers so that a traditional “parallel” approach to mentoring continued. Originality/value – The work expands the experiential base of lesson study efforts in ITE in the UK and elaborates a view of teacher learning that challenges reductive approaches to the preparation of new teachers. For the first time, it presents student-teacher and mentor perspectives on the use of lesson study in teaching practice in England.
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Nerren, Jannah Walters, and Tracey Covington Hasbun. "Collaboration and Connections." Educational Renaissance 7, no. 1 (January 14, 2019): 1–13. http://dx.doi.org/10.33499/edren.v7i1.113.
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This study investigated the effects of using teacher candidate-created observation protocols based on current research on classroom practices to connect research to practice. The study examined the extent to which mentor teachers modeled current research-based practices as measured by the protocols and explored the frequency with which the practices were observed. Findings indicated that teacher candidates had a positive experience applying research to practice, that utilization of the protocols created an awareness of best practices being used, and the importance of individualizing the practices to meet student needs. Individualization of utilization based on mentor teacher personalities was also observed and many practices the teacher candidates selected were utilized in the mentor classrooms, particularly in the areas of lesson planning and reading instruction.
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Wood, Keith. "Teacher learning through collaboration." International Journal for Lesson and Learning Studies 6, no. 3 (July 10, 2017): 186–89. http://dx.doi.org/10.1108/ijlls-05-2017-0025.
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Purpose The purpose of this paper is to introduce the papers in the current issue and invite comments from the readers of the journal. Design/methodology/approach This editorial review is intended to stimulate a discussion about the effect of iterative models of professional development, the meaning of student-centred learning, valid evidence of teachers’ learning through collaborative professional development, teachers’ responses to top-down innovation and the cultural script of teaching, all of which are focal in the texts published in Issue 6.3 of the journal. Findings The boundaries between lesson and learning studies, top-down and bottom-up innovations, teacher learning and teacher participation and cultural scripts are far from distinct and for good reasons. Originality/value This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.
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Ballinger, Debra A., and Jan G. Bishop. "TheoryintoPractice: Mentoring Student Teachers: Collaboration with Physical Education Teacher Education." Strategies 24, no. 4 (March 2011): 30–34. http://dx.doi.org/10.1080/08924562.2011.10590941.
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Liu, Shih-Hsiung, and Hsien-Chang Tsai. "Teachers’ Experiences of Collaborating in School Teaching Teams." Asian Social Science 13, no. 2 (January 19, 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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Tichenor, Mercedes, and John Tichenor. "Collaboration in the Elementary School: What Do Teachers Think?" Journal of Curriculum and Teaching 8, no. 2 (May 28, 2019): 54. http://dx.doi.org/10.5430/jct.v8n2p54.
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Teaching is often seen as an isolated profession in which individual teachers work behind closed doors independentlyfrom other teachers. However, this view of teaching as primarily an individual activity belies the reality of modern,collaborative educational practices that most significantly impact student learning. In this study, we examineelementary teachers’ perspectives on common collaborative practices and discuss what teachers believe are the biggestbenefits of and barriers to teacher collaboration. The results from this investigative survey suggest that althoughteachers do not regularly participate in many collaborative activities, they believe that collaboration is valuable and aneffective use of their time.
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Willy Lima, Kadian Northover, Greogery Hewitt, and Prof. Enid F. Newell-McLymont. "Teacher Collaboration: The Need for Trust in the Classroom Context." International Journal of Engineering and Management Research 11, no. 2 (April 30, 2021): 152–63. http://dx.doi.org/10.31033/ijemr.11.2.22.
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Teacher coaching in schools takes various forms, but is commonly conceived as a means of providing personalised professional support to teachers through discussion about their practice (Lofthouse, Leat & Towler, 2010, p. 5). This paper fact resulted into a critical analysis of chapters two, four, and eight of the book "The Coaching Approach for Teaching and Learning" by Newell-McLymont (2015). For this reason, the paper reviewed Collaboration in the Classroom Context. Collaboration in the classroom context is a vital part of meeting the diverse needs of students in building an inclusive education system. Collaboration between teachers, parents, and specialists dealing with students with special needs in a context of school integration. Collaborative problem solving is a skill valued by the professional community, looking for people who can solve complex problems with their colleagues in the era of robotization of jobs. However, Collaboration remains a daunting challenge for students and professionals alike, where fairness, creativity, and people-to-people relationships can quickly become obstacles. Chapter four deals with the tools of cognitive coaching. These tools are the basis for the main ideas in this chapter. Some of these tools are "diagnostic" in nature Newell-McLymont (, 2015, p. 56-63). Finally, chapter eight of Newell-McLymont (2015) explores flexibility and the Nonjudgmental Nature of Cognitive Coaching. It has thus far been realized that the "cognitive coaching approach is a flexible approach for teaching and learning. It is "nonjudgmental" in nature. As a result, "trust can be established, and transformation can be experienced in the teaching and learning context" (p. 135). Where teacher-student relation is concerned, "whatever path a student may use to come up with a solution, the teacher can see it as valid or invalid and will be able to offer the necessary suggestions concerning its correctness" (p. 138). In the wake of the education reform, the school environment's renewal seems to be moving towards greater openness to working team consultation. Seen as a way to break isolation between teachers and other types of staff in complementary services, collaborative work can contribute to the overall development of students by ensuring better consistency in interventions.
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Simons, Mathea, Marlies Baeten, and Claudio Vanhees. "Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching." Journal of Teacher Education 71, no. 1 (August 10, 2018): 24–40. http://dx.doi.org/10.1177/0022487118789064.
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During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.
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Lei, Man, and Jane Medwell. "Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context." Asia Pacific Education Review 22, no. 2 (April 13, 2021): 169–79. http://dx.doi.org/10.1007/s12564-021-09686-w.
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AbstractIn March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.
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Tyagita, Brigitta Putri Atika, and Ade Iriani. "Strategi Peningkatan Kompetensi Pedagogik Guru Untuk Meningkatkan Mutu Sekolah." Kelola: Jurnal Manajemen Pendidikan 5, no. 2 (December 27, 2018): 165–76. http://dx.doi.org/10.24246/j.jk.2018.v5.i2.p165-176.
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This study aimed to obtain a strategy to increase the pedagogic competence of teacher to improve school quality. Teacher pedagogy competencies are important to have so that the teacher can understand and direct students to learn well and appropriately, and can help students to actualize their potential. Pedagogy competence of teachers can improve the school quality because one of them seen from a professional teacher and good performance. The subject of this study: 1 principal, 1 vice principal, 6 teachers. The research data was taken through an interview, observation, and document study with source triangulation. Data analysis using SWOT to analyze internal and external factors. The results of the SWOT analysis shows that schools are in the SO or strength-opportunity quadrant, which supports aggressive strategies by utilizing the strengths and opportunities that schools have to improve teacher pedagogic competence. By optimizing the strength factor and the school opportunity, there are 6 strategic plans to increase the pedagogic competence of teachers by emphasizing cooperation among teachers, students and also parents. The strategic plan is to optimize the performance of leaders, optimize collaboration among teachers, the collaboration between teachers and students, optimize external support, optimize teacher pedagogical development, and improve teacher, student, and parent collaboration.
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Morris, William V. "Culture of Inquiry in Professional Development." International Journal of Educational Reform 26, no. 2 (April 2017): 123–31. http://dx.doi.org/10.1177/105678791702600202.
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Research on teacher collaboration and student achievement, along with culture of inquiry theory, was reviewed in an attempt to propose a theory of culture of inquiry for teacher professional development. Three empirical studies on teacher collaboration revealed positive correlations between teacher collaboration and student achievement. The literature on culture of inquiry and relevant theory from organizational management yielded five characteristics essential to a culture in which teachers plan and carry out professional development to evaluate and experiment with new teaching methods: transformational leadership, inquiry and healthy debate, license to experiment, collegiality and sharing, and an ongoing cycle of reflection.
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Slijepčević, Senka, and Sladjana Zuković. "School Counsellor-Teacher Collaboration in Student Counselling." New Educational Review 63, no. 1 (March 31, 2021): 237–47. http://dx.doi.org/10.15804/tner.21.63.1.19.
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Goddard, Yvonne, and Minjung Kim. "Examining Connections between Teacher Perceptions of Collaboration, Differentiated Instruction, and Teacher Efficacy." Teachers College Record: The Voice of Scholarship in Education 120, no. 1 (January 2018): 1–24. http://dx.doi.org/10.1177/016146811812000102.
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Background/Context Teacher collaboration, instructional practices, and efficacy are linked in various ways in the literature. For example, in schools where teachers reported greater use of differentiated instruction, team collaboration and culture were reportedly higher (Smit & Humpert, 2012). Further, teachers’ instructional mastery experiences lead to higher efficacy (Tschannen-Moran & McMaster, 2009). Tomlinson (1995) suggests that getting teachers to continue using differentiated instruction requires those teachers to experience quick success (i.e., mastery experiences that lead to increased efficacy). Bruce, Esmonde, Ross, Dookie, and Beatty (2010) found that teachers with high efficacy were more likely to try challenging instructional approaches that required taking risks in their classrooms and to use assessments. Based on our literature review, we hypothesized that teachers’ reports of their collaborative practices would be related to their teaching efficacy when mediated by their reported differentiated instruction use. Purpose The purpose of this study was to examine connections between teachers’ perceptions of their collaboration, their reported use of differentiated instruction (a particular instructional practice), and teacher efficacy in high-poverty rural schools in a Midwestern state. Participants Survey, demographic, and assessment data were collected for 95 elementary schools, 1,623 elementary teachers, and 4,167 students in rural high-poverty areas located in the northern regions of a Midwestern state. Research Design Data from the first year of a large-scale, longitudinal randomized control trial designed to evaluate the effects of a leadership training program were used for this study. Data Collection and Analysis Survey data containing collaboration, differentiated instruction, and teacher efficacy scales were collected from teachers during regularly scheduled faculty meetings. Demographic and achievement data were collected from a state accountability data system. We employed multilevel structural equation modeling (MSEM) to analyze our data, allowing us to take into account the nested structure of the data (i.e., teachers’ responses nested within schools). Results After controlling for school- and student-level characteristics, we found positive, statistically significant connections between teacher collaboration and teachers’ reports that they differentiated instruction (β =.43, p<.001) and between differentiated instruction and teacher efficacy (β =.38, p<.001). Conclusions The results are potentially significant for researchers and practitioners interested in approaches to improving teacher practices and strengthening efficacy beliefs. Our outcomes demonstrate the importance of teachers’ collaborative work around school improvement, curriculum and instruction, and professional development. Further, our work extends what is known about sources of teacher efficacy. Theoretically, via mastery experiences gained through collaboration and reports of using differentiated instruction in their classrooms, teachers’ efficacy beliefs were strengthened. In sum, district and school leaders, as well as policy makers, should recognize the kinds of supports that teachers need to improve instruction.
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Liu, Shih-Hsiung. "Relationships between Learning Styles, Perceived Advantages of Online Collaborative Learning and Practical Knowledge in Teaching among Taiwanese Student Teachers." Asian Social Science 13, no. 11 (October 30, 2017): 34. http://dx.doi.org/10.5539/ass.v13n11p34.
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The purpose of this study is to investigate the effects of the three learning styles (collaborative, competitive, and individualistic) on the perceived advantage of collaborative learning (PAoCL) and practical knowledge in teaching (PKiT) among Taiwanese student teachers in an online collaborative environment. This study built a Facebook Group and developed the tasks of collaborative learning based on field-experience courses. The participants were required to share various practical experiences as the collaborative learning tasks. A total of 100 student teachers who enrolled in field-based courses between August 2016 and January 2017 participated in this study and were required to complete a validated survey in January 2017. This study determined the relationships between the three learning styles and PAoCL and PKiT and further identified predictors of online collaborative learning. The collaborative learning style of student teachers was positively associated with their PAoCL, while competitive learning style was correlated with their PKiT. Accordingly, teacher educators can encourage student teachers to share experiences about teaching practices during participating in field-experience courses through online collaboration. However, teacher educators should remind the student teachers to transfer the online information into PKiT.
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Ohlson, Matthew, Anne Swanson, Andrea Adams-Manning, and Anna Byrd. "A Culture of Success—Examining School Culture and Student Outcomes via a Performance Framework." Journal of Education and Learning 5, no. 1 (January 13, 2016): 114. http://dx.doi.org/10.5539/jel.v5n1p114.
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<p>This study is a report of the relationship between a collaborative school culture, teacher quality and the influence these variables have upon student attendance and suspensions. The research is based upon data gathered from 50 public schools throughout the southeastern United States. Surveys were administered to examine teacher quality characteristics, elements of educational leadership, and components of a collaborative school culture. Data were analyzed in relation to teacher input characteristics such as certification, years teaching, percentage teaching out of field, and highest degree obtained. The findings revealed that as teacher collaboration increased, the model predicted that student suspensions would decrease by 6.709%. In addition, the model predicted that when the percentage of out-of-field teachers within a school increased, student suspensions would decrease by 0.16%. Finally, as the percentage of non-certified teachers within a school increased, the student suspension percentage increased by .22%. The findings offer valuable insight into the characteristics of quality teaching and school culture that demonstrate the greatest impact on student attendance and suspensions and may influence educational policy, teacher training, educational leadership, and school reform initiatives.</p>
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Thant Sin, Khin Khin. "School-university Partnerships in Teacher Education." GiLE Journal of Skills Development 1, no. 1 (March 9, 2021): 87–98. http://dx.doi.org/10.52398/gjsd.2021.v1.i1.pp87-98.
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Myanmar, a country of developing status, is facing many challenges in reforming its education system. This article investigates the current practices of school-university partnerships from the perspective of student teachers and mentor teachers in Myanmar, where there is an ongoing process of teacher education reform. The aim of this article is to investigate the practices of school-university partnerships and the tension between partners in the training of pre-service teachers within the context of teacher education. A qualitative research method is applied in this study where six candidates were interviewed individually. Participants include three student teachers from educational universities and three mentor teachers from basic education high schools in Myanmar. The results showed that, except for student teachers’ practice teaching, there is no intensive collaboration between schools and universities. Trust is a major problem between student teachers and mentor teachers. Different opinions and perspectives towards teaching and learning are also causing tension between partners. Although there is tension between mentor teachers and student teachers, they handle this through alternative collaboration activities and negotiation between partners.
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Koroh, Trivena Meiliana, and Widiastuti Widiastuti. "Kolaborasi Komponen Pendidikan Dalam Mewujudkan Pembelajaran Bermakna Pada Siswa Kelas II Sekolah Dasar." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 5, no. 2 (May 2, 2021): 267. http://dx.doi.org/10.26858/jkp.v5i2.20328.
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This research aims to describe the form of collaboration application between educational components in realizing learning in grade II elementary school students. The research method used is a qualitative descriptive research method with a phenomenological approach to question natural phenomena. The subjects of this study were 92 people, consisting of 31 students of class II-B, 1 teacher of class II-B, 1 parallel teacher of class II-A, 1 representative of the school in the curriculum field, and 31 parents of students. The primary data of this research are based on the results of direct observations, while the secondary data are from documents related to collaboration, such as lesson plans, teacher research results, and the author's reflections on observations. The research instrument using observation and documentation techniques in the data. The results showed that to improve the quality of students positively and with quality, it is necessary to manage education through good collaboration from the school, family, and community so that positive stimulus through the interaction of educational components can develop aspects of students holistically. This study concludes that there are three forms of collaboration for educational components that can be carried out in realizing classroom learning, namely teacher and student collaboration, teacher collaboration, parallel teachers, and vice principal in curriculum, and teacher and parent collaboration (PaL's).
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Chen, Weiyun, Theresa Purcell Cone, and Stephen L. Cone. "A Collaborative Approach to Developing an Interdisciplinary Unit." Journal of Teaching in Physical Education 26, no. 2 (April 2007): 103–24. http://dx.doi.org/10.1123/jtpe.26.2.103.
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This study describes how a physical education teacher collaborated with a second-grade teacher to plan and implement an interdisciplinary unit, and it identifies factors that contributed to the teachers’ actual collaboration. One accomplished elementary physical education teacher, one experienced second-grade classroom teacher, and 35 students from two second-grade classes voluntarily participated in this study. The data were collected by audiotaping the two planning sessions, videotaping eight integrated lessons taught by the physical education teacher and three integrated lessons taught by the classroom teacher, transcribing the taped lessons, and interviewing the teachers. The findings indicated that the teachers’ collaborative planning focused on providing students with integrated and relevant learning experiences. Throughout the collaboration, the two teachers shared leadership roles and teaching responsibilities. The teachers attributed their effective interdisciplinary teaching to their long-term collaborative working experiences, common teaching philosophy, and mutual respect and trust.
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Ronfeldt, Matthew, Susanna Owens Farmer, Kiel McQueen, and Jason A. Grissom. "Teacher Collaboration in Instructional Teams and Student Achievement." American Educational Research Journal 52, no. 3 (June 2015): 475–514. http://dx.doi.org/10.3102/0002831215585562.
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Rubinstein, Saul A., and John E. McCarthy. "Union–Management Partnerships, Teacher Collaboration, and Student Performance." ILR Review 69, no. 5 (July 28, 2016): 1114–32. http://dx.doi.org/10.1177/0019793916660508.
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Wahyudin, Wahyudin, Achmad Junaedi Sitika, and Debibik Nabilatul Fauziah. "Peran Guru dalam Pembinaan Akhlak Siswa di SMP Al-Isra Kecamatan Majalaya Kabupaten Karawang." AS-SABIQUN 4, no. 3 (July 18, 2022): 682–94. http://dx.doi.org/10.36088/assabiqun.v4i3.1987.
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In Islam moral education is very crucial because for that purpose the Prophet SAW was sent. One of the most important components in educating students' morals is the teacher. This paper discusses the role of teachers in moral development at Al-Isra Junior High School, Majalaya District, Karawang Regency. This study uses qualitative methods with observation and interview data collection techniques, as well as data analysis techniques in the form of drawing conclusions. The results of the study concluded that the role of the teacher in fostering the morals of students at Al-Isra Middle School, Majalaya District, Karawang Regency, was threefold, namely the first role of the teacher as a role model in charge of giving examples of noble character to students, secondly the role of the teacher as an educator in charge of providing knowledge and understanding of good morals to students, and the third role of the teacher as a mentor who is in charge of guiding and directing students in learning and religious activities. The supporting factor for the teacher's role in fostering student morals at Al-Isra Junior High School is the collaboration between the principal, teachers, and students as well as school programs that can develop students' potential. The inhibiting factor is student indiscipline.
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Chaovanapricha, Khacheenuj, and Panna Chaturongakul. "Interdisciplinary Teacher Collaboration in English for Specific Purposes Subjects in a Thai University." English Language Teaching 13, no. 5 (April 27, 2020): 139. http://dx.doi.org/10.5539/elt.v13n5p139.
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The purpose of this research study was to investigate the roles of English teachers and subject teachers engaged in the collaborative process of interdisciplinary teaching in English for Specific Purposes subjects at a Thai university and explore the benefits and drawbacks of implementing such collaborations. In addition, students’ attitudes towards interdisciplinary teacher collaboration (ITC) in ESP classrooms were explored. Participants were English teachers, subject teachers, and students studying on ESP subjects. This research study used a mixed methods approach from four sources of data. The findings revealed the extensive roles taken on by both teachers involved in the ITCs. Roles for the English teacher involved being a lesson planner, teacher, learning organizer, and class activities designer. The subject teacher’s role was identified as a consultant or informant, supporter, monitor, and facilitator. The benefits were that an English teacher gained confidence, reduced worry in teaching ESP subjects, and received instant feedback from the subject teacher. The drawbacks were that it was challenging to balance the different schedules of both teachers and that lesson planning was time consuming. Students showed positive attitudes towards this method of teaching. They liked to study because of the enjoyable and knowledgeable activities and the teacher’s confidence.
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Dooly, Melinda, and Randall Sadler. "Filling in the gaps: Linking theory and practice through telecollaboration in teacher education." ReCALL 25, no. 1 (January 2013): 4–29. http://dx.doi.org/10.1017/s0958344012000237.
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AbstractThis article discusses a two-year telecollaborative project in teacher education that took an integrated approach to teaching about and through technological resources in order to introduce student-teachers to innovative methods for communicative-based language learning through computer-mediated communication (CMC). Via ‘technological immersion’, student-teachers in two groups in Spain and the US were required to work together online to give peer feedback and evaluation of several activities, including teaching sequences. They also co-created podcasts, along with accompanying educational activities. Some of the tools used were Moodle, Skype, emails, wikis, Second Life and podcasting. The article analyzes and discusses multimodal data collected during the collaboration. Results indicate that the online collaboration enhanced teacher development through opportunities unavailable in more traditional teacher education classrooms and enabled student-teachers to better make connections between theory and practice.
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Achinstein, Betty. "Conflict amid Community: The Micropolitics of Teacher Collaboration." Teachers College Record: The Voice of Scholarship in Education 104, no. 3 (April 2002): 421–55. http://dx.doi.org/10.1177/016146810210400305.
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A major reform surge that began in the mid-1980s has generated a renewed interest in fostering teacher community or collaboration as a means to counter isolation, improve teacher practice and student learning, build a common vision for schooling, and foster collective action around school reform. The term community often conjures images of a culture of consensus, shared values, and social cohesion. Yet, in practice, when teachers collaborate, they run headlong into enormous conflicts over professional beliefs and practices. In their optimism about caring and supportive communities, advocates often underplay the role of diversity, dissent, and disagreement in community life, leaving practitioners ill-prepared and conceptions of collaboration underexplored. This article draws on micropolitical and organizational theory to examine teacher communities. Building from case studies of two urban, public middle schools, this article shows that when teachers enact collaborative reforms in the name of community, what emerges is often conflict. The study challenges current thinking on community by showing that conflict is not only central to community, but how teachers manage conflicts, whether they suppress or embrace their differences, defines the community borders and ultimately the potential for organizational learning and change.
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Julaeha, Siti, Muhammad Maky, and Uus Ruswandi. "Desain, Pelaksanaan dan Evaluasi Pembelajaran pada Sekolah Menengah." Jurnal Dirosah Islamiyah 4, no. 2 (February 13, 2022): 232–54. http://dx.doi.org/10.47467/jdi.v4i2.909.
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New innovations in view of teaching and learning implementation, including PAI subjects have consequences for teachers to increase their roles and competencies, because the teaching and learning process and student learning outcomes are largely determined by the role of competent teachers in making and implementing the learning designs that have been made. Competent teachers will be better able to create an effective learning environment and will be better able to manage their classes, so that student learning outcomes are at an optimal level. One of the teacher's roles in the teaching and learning process is as an evaluator. In one teaching and learning process the teacher should be a good evaluator. This activity is intended to determine whether the goals that have been formulated have been achieved or not, and whether the material being taught is quite appropriate. . The design, implementation and evaluation of PAI learning at the secondary school level is carried out in collaboration with all teachers and the school community. More than that, PAI religious teachers have a more important role in fostering the morals of students through the learning process by making learning designs that are attractive and easy to understand and implement by students. Before teaching the teacher makes plans in the form of lesson plans, and in implementing learning the teacher becomes an example for students, the teacher always instills a disciplined attitude in learning, teaches respect for others and instills a sense of responsibility to study hard. The final value of all these processes is evaluation, one of which is by conducting an assessment, both on the process and on student learning outcomes.
Keywords: design, implementation and evaluation of PAI learning
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Tanjung, Ellisa Fitri. "Improving the Quality of Religious Islamic Education Learning through Collaborative Learning Approach in SMP Muhammadiyah Pandan Tapanuli Tengah." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (April 22, 2021): 1809–14. http://dx.doi.org/10.33258/birci.v4i2.1858.
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The product quality of education is determined by teachers in learning processes underlying curriculum (official), which results of highly dependence on what is done by the teacher in the classroom (actual). Atmosphere of learning and teaching was directed so that learners can develop her potential. Previous learning approach which concentrates on the teacher (teacher-centered) to the student-centered approach to learning (student-centered), it takes master-teacher teaching methods, classroom management, and the ability to motivate students. Mastery of the teaching method is far more important than the provision of subject matter (al-Thoriqoh ahamm min al-hymn). The problems related to this study include: (1) description of the educational approach that can improve the quality of teaching Islamic education in junior high school students of class VII in Muhammadiyah Pandan Central Tapanuli. (2) collaborative learning education approach can improve the quality of teaching Islamic education in junior high school students of class VII Muhammadiyah Pandan. This study applies the quality approach and collaboration from any action researchers. The study was carried out in SMP Muhammadiyah Pandan Central Tapanuli. Data source were derived from class VII.The subject of study comprised 30 students.
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Magen- Nagar, Noga, Hanna Shachar, and Osnat Argaman. "Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games." Journal of Information Technology Education: Innovations in Practice 18 (2019): 061–85. http://dx.doi.org/10.28945/4405.
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Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.
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Webs, Tanja, and Heinz Günter Holtappels. "School conditions of different forms of teacher collaboration and their effects on instructional development in schools facing challenging circumstances." Journal of Professional Capital and Community 3, no. 1 (January 15, 2018): 39–58. http://dx.doi.org/10.1108/jpcc-03-2017-0006.
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Purpose Teacher collaboration is regarded as a central feature of school quality that promotes students’ learning processes, teachers’ professional development, and school improvement. Although the phenomenon is complex, studies often use global constructs and measures. To meet the research demands, the purpose of this paper is to take a differentiated perspective on teacher collaboration, its particular school conditions and effects on instructional development. Design/methodology/approach Data were collected through a survey of 1,105 teachers at 36 secondary schools in North Rhine-Westphalia (Germany). Using multivariate analysis of variance and structural equation modeling, the occurrence of three different forms of teacher collaboration and their relations to activities of instructional development, structural and cultural working conditions, represented by appropriate scales and indexes, are analyzed. Findings The results show that teachers use less resource-intensive forms of collaboration more often and practice more demanding forms of collaboration less frequently. More demanding forms of collaboration not only depend on the working climate but also on individual self-efficacy, institutionalized teams, collaborative and instructional principal leadership and in turn promote the development of interdisciplinary curricula and concepts for individual support. Originality/value This study provides evidence for the importance of distinguishing different forms of teacher collaboration. Furthermore, by relating different collaborative activities of teachers to certain school conditions and instructional development, this study makes a contribution to research by emphasizing the relativity of teacher collaboration regarding its desired outcomes as well as its necessary requirements.
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Bray, Wendy S. "Supporting Diverse Learners: Teacher Collaboration in an Inclusive Classroom." Teaching Children Mathematics 11, no. 6 (February 2005): 324–29. http://dx.doi.org/10.5951/tcm.11.6.0324.
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A look at the challenges inherent in a pilot study looking at the impact of mathematics reform on students with exceptionalities. This article explores some of the ways these second-grade teachers support the mathematics learning of the diverse group of students in their class and how readers can support a diverse student population in their own classrooms.
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De Marinis, Marco, and Giulia Vittori. "Maud Robart, Student/Teacher: Collaborating with Grotowski." TDR/The Drama Review 61, no. 1 (March 2017): 114–23. http://dx.doi.org/10.1162/dram_a_00626.
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Intermittently from 1977 to 1993, Maud Robart and Jerzy Grotowski worked together through the Polish director’s various post-theatre phases. Archival research reveals a rare professional collaboration that went beyond the relationship Grotowski had with other students. Robart and Grotowski created a reciprocal relationship that allowed them to be simultaneously student and teacher to one another. Exchanging singing and dancing with acting techniques, they crafted a unique performance training.
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Asha, Lukman. "Persepsi Siswa Terhadap Kolaborasi Guru Dalam Proses Pembelajaran Pendidikan Agama Islam." Tarbawiyah : Jurnal Ilmiah Pendidikan 6, no. 1 (June 27, 2022): 16. http://dx.doi.org/10.32332/tarbawiyah.v6i1.4851.
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One of the breakthroughs in the realm of education management is the massive discourse on teacher collaboration as an effort to improve students' betterment in learning. Thus, this qualitative research aimed to investigate the perceptions of students, from a high school in Rejang Lebong Regency, about the practice of teacher collaboration which had previously been carried out for 10 meetings on the subject of Islamic education. 15 students were selected purposively and involved as the participants. They were interviewed on an ongoing basis. The interview data were then analyzed using an interactive model. The study’s findings mapped students' perceptions of teacher collaboration into several themes and sub-themes. First, the students perceived that teacher collaboration supported collaborative learning, in which collaborative learning contributed to students' critical thinking skills, intercultural competence, and problem-solving skills. Second, teacher collaboration increased students’ learning awareness. Third, teacher collaboration contributed to the improvement of students' metacognition. This study has raised the essence of teacher collaboration variables, such as collaborative learning, critical thinking skills, intercultural competence, problem-solving skills, learning awareness, and metacognition. Further research can conduct psychometric analyses of these variables for the sake of developing a new theoretical model for the construct of teacher collaboration.
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Stearns, Elizabeth, Neena Banerjee, Stephanie Moller, and Roslyn Arlin Mickelson. "Collective Pedagogical Teacher Culture and Teacher Satisfaction." Teachers College Record: The Voice of Scholarship in Education 117, no. 8 (August 2015): 1–32. http://dx.doi.org/10.1177/016146811511700803.
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Background/Context Teacher job satisfaction is critical to schools’ success. As organizations, schools need teachers who are satisfied with their jobs and who work with one another to build school community and increase student achievement. School organizational culture shapes teacher job satisfaction in many ways, but it is still unclear which facets of organizational culture have the greatest influence on teacher job satisfaction and whether some of these facets may have moderating effects on others. Purpose of Study This study investigates the association among two aspects of organizational culture (professional community and teacher collaboration), teacher control over school and classroom policy, and teacher job satisfaction. We use the term Collective Pedagogical Teacher Culture to refer to those schools with strong norms of professional community and teacher collaboration. Research Design We use a nationally representative sample of U.S. kindergarten teachers from the Early Childhood Longitudinal Survey in 1998–1999 and hierarchical linear modeling to examine the association between aspects of school organizational culture and teacher job satisfaction. Findings We find that professional community, collaboration, and teacher control are predictive of satisfaction and they also have interactive influences. The association between teacher collaboration and job satisfaction, as well as that between control over classroom policy and job satisfaction, is most pronounced in schools with weaker professional communities. Recommendations Future reform efforts that foster greater professional communities, teacher collaboration, and control over classrooms can exist alongside more conventional reforms such as raising curricular standards and instituting greater accountability. Fostering a strong teacher pedagogical culture will help to bolster teacher job satisfaction.