School-based collaboration as a learning context for teachers: A systematic review

International Journal of Educational Research, Journal Year: 2022, Volume and Issue: 112, P. 101927 - 101927

Published: Jan. 1, 2022

Although teachers' collaboration might be tightly connected to their professional learning, its implementation is challenging. The goal of this review study was provide an overview the factors that enable or frustrate school-based teacher in secondary schools. Based on collaborative learning activities were central 50 studies, three categories distinguished including sharing, experimenting, and designing. Differences between way personal, group, process, guidance, organizational, structural addressed. Overall, relating process working together are emphasized all categories. Practical implications concern creating possibilities for teachers explore critically analyze vital aspects teaching student learning.

Language: Английский

---

Vocational teachers' professional learning: A systematic literature review of the past decade

Teaching and Teacher Education, Journal Year: 2022, Volume and Issue: 119, P. 103856 - 103856

Published: Aug. 23, 2022

In the last decade, how to promote in-service vocational teachers' capabilities has become one of most important concerns in field education. This study presents results from a systematic review learning activities and outcomes, based on an analysis 54 journal articles published between 2010 2021. These illuminate that, first, can occur academia, school workplace, industry settings, various formal informal ways. Second, outcomes are related changes their cognition behaviour as well student institutional benefits.

Language: Английский

---

Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 133, P. 104295 - 104295

Published: Aug. 8, 2023

This paper aims to understand how teachers' learning relates core personal, contextual and outcome variables in Lesson Study. Primary secondary Mathematics teachers from 59 schools formed Study groups. 214 participated at least one of three surveys during the research year. Data were analysed with correlational, reliability, factor regression analyses. Results showed strong linkages between teacher learning, professional identity, quality dialogue, school support, Study, student learning. The findings provide evidence mechanisms through which development initiatives impact on Practical implications for realizing high-quality are derived.

Language: Английский

---

Teacher collaborative knowledge building in Reciprocal Peer Observation

European Journal of Psychology of Education, Journal Year: 2025, Volume and Issue: 40(1)

Published: Feb. 15, 2025

Language: Английский

---

Facilitating blended learning in teacher learning groups: experiencing social configuration during face-to-face and online meetings

Journal of Professional Capital and Community, Journal Year: 2025, Volume and Issue: unknown

Published: April 19, 2025

Purpose This study examines participants’ experiences of social configuration in blended teacher learning groups (TLGs) during face-to-face and online meetings. It aims to explore how the is perceived these environments, focusing on three dimensions: shared identity equal relationships (SIER), practice integration (PI) long-term orientation goals (LTOG). The research seeks assess effectiveness approaches TLGs identify areas for facilitation collective teachers. Design/methodology/approach A qualitative approach was used collect data from at a Dutch primary education institution. Data sources included audio recordings, semi-structured interviews focus group sessions with student teachers, in-service educators experts. Deductive inductive coding methods were applied, inter-rater reliability reached Krippendorff’s alpha 0.84. Findings revealed that participants experienced more positively meetings than contexts. include: (1) PI both settings, favoured product development; (2) LTOG effectively addressed meetings; helped maintain short-term (3) SIER stronger presenting challenges creating sense community equality. Technical issues fixed scheduling also negatively impacted experiences. These findings highlight importance facilitator need tailored strategies enhance TLGs. Originality/value study’s originality lies its dimensions within TLGs, providing insights into each environment’s strengths limitations. By identifying specific factors influence offers valuable recommendations optimizing

Language: Английский

---

Differences in leading and learning professional learning communities

Journal of Workplace Learning, Journal Year: 2024, Volume and Issue: 36(5), P. 335 - 347

Published: June 14, 2024

Purpose This study aims to understand how develop, support and utilize professional learning community (PLCs) build organizational capacity teacher collaboration. Although literature highlights the importance of leadership in creating a PLC, there is little research on specific actions leaders can take create an authentic, sustainable PLC. Design/methodology/approach We employed multicase approach at three school sites within same district. Our was guided by following questions: (1) How are communities developed sustained settings?; (2) What role administrators cultivating communities?; (3) factors contribute hinder success communities? Findings Despite being district, schools’ PLCs operated differently. The schools displayed characteristics PLCs, with minimal implementation all components. Developing began implementing structural mandating activities such as weekly grade-level planning. Social were much more complex control administration, affecting fidelity collaboration PLCs. Originality/value that supports practice. In addition, limited supporting use learning. contributes building empirical knowledge base related these two areas.

Language: Английский

---

The impact of mandated collaboration in the workplace: a case study of Ethiopian primary school teachers

Irish Educational Studies, Journal Year: 2023, Volume and Issue: 43(4), P. 1327 - 1343

Published: Oct. 18, 2023

AbstractThis qualitative case study explores how implementing mandated collaboration in the workplace impacts teachers' professional practices based on experience of primary school teachers Ethiopia. The adopted a constructivist orientation, which prompted use methods inquiry, and data were collected through eighteen one-to-one interviews three focus group discussions (FGDs). findings indicated that teacher might be helpful early stages as starter from voluntary authentic collaborative culture emerges, yet it is not necessarily good thing once are well initiated. That means, despite its potential for fostering learning, can threat to autonomy teachers; also intensify conflict, nurture groupthink, promote social loafing among teachers.KEYWORDS: Teacher collaborationteacher learningprimary schoolprofessional developmentEthiopia Disclosure statementNo conflict interest was reported by author(s).Additional informationNotes contributorsEsayas Teshome TaddeseDr. Esayas Taddese (ኢሳያስ ተሾመ ታደሰ) lecturer Faculty Education Humanities at UNITAR International University, Malaysia. He received his Ph.D. Comparative Northeast Normal University People's Republic China 2023. His research interests lie areas education, development, pedagogy, comparative education.

Language: Английский

---

Uncovering the role of principals in enhancing teacher professional learning in a centralized education system

International Journal of Educational Management, Journal Year: 2024, Volume and Issue: 38(3), P. 873 - 889

Published: March 26, 2024

Purpose Current school leadership research has primarily utilized quantitative methods to explore the relationship between and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially centralized educational settings. This study aims address this by examining role of enhancing learning within highly education system. Design/methodology/approach qualitative case delves into lived experiences 15 teachers eight leaders primary schools Mashhad, Iran. Through semistructured interviews, researchers employed open axial coding systematically categorize data. The focuses on principal facilitating connecting themes sub-themes across transcripts. Findings Effective worked cultivation culture that champions perpetual personal growth development, nurturing collaborative community, provision essential resources support. showed pivotal promoting teachers' self-development, idea exchange acknowledging their efforts. Principals appeared as key encouraging information sharing, fostering collective overseeing teaching practices ensuring availability cultivate supportive climate context. Originality/value We concluded education, for share similarities differences with decentralized findings offer guidance systems, supporting them schools.

Language: Английский

---

Facilitating professional development in teacher learning groups: development and validation of the ‘value creation questionnaire’

Professional Development in Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 18

Published: Aug. 18, 2024

Increasingly, teacher learning groups (TLGs) are considered valuable for teachers' professional development. In TLGs, (student) teachers and educators learn collectively through social interactions regarding jointly experienced practice issues. However, collective in TLGs may not emerge spontaneously requires facilitation to achieve desired outcomes. An important way facilitate is creating awareness of the value this bring. Therefore, 'Value Creation Questionnaire' (VC-Q) developed present study. It can map creation initiate group discussions TLGs. This article describes validation questionnaire (n = 290) using successive confirmatory factor analyses, resulting an instrument with good psychometric properties. The final version contains 19 items, measuring five factors that match original values Value Framework: Immediate Value, Potential Applied Realised Reframed Value. VC-Q suitable quantitative research gain more insight into conditional outcome variables learning. Future broaden individual perspective incorporate theoretical dimensions side creation.

Language: Английский

---

Special education teachers’ views on their agency in teacher collaboration

European Journal of Special Needs Education, Journal Year: 2022, Volume and Issue: 38(3), P. 349 - 362

Published: June 24, 2022

Special education teachers' (SETs) views on their agency in teacher collaboration were analysed using Cultural-Historical Activity Theory (CHAT). Finnish SETs (N = 238) answered open-ended survey questions concerning successful and unsuccessful with the classroom teachers a tiered support framework. The findings revealed that perceived of special is both limited by directed towards understanding shared responsibility provision for students. Finally, highlight relevance cultural-historical activity theory suggesting features collaboration, tandem relevant constructs theory, constitute mutual goal (shared object), structures (community) guidance (norms) use instruments fair division responsibilities (division labour). Implications inclusive suggest reciprocal reflection teaching practices requires everyday work between teachers.

Language: Английский

---