Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)

Computers & Education, Год журнала: 2022, Номер 183, С. 104485 - 104485

Опубликована: Март 3, 2022

Язык: Английский

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Leading new, deeper forms of collaborative cultures: Questions and pathways

Journal of Educational Change, Год журнала: 2022, Номер 23(1), С. 131 - 143

Опубликована: Янв. 11, 2022

Abstract The pandemic has made deeper problems more transparent and stimulated many to realize that there may be an opportunity over the next period pursue much needed innovations in learning. In this essay we describe ways which provided conditions for new human development joins two powerful forces: pulsar model elevates potential with respect student learning, new, forms of collaboration have long eluded those interested system change. article show how ‘spirit work’ can combine develop schools systems are essential coping post-pandemic facing humanity. We also identify spinoff opportunities arising from pandemic, a corresponding pressure could generate widespread improvement designed improve learning all, including advances both equity excellence.

Язык: Английский

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Improving teaching, teamwork, and school organization: Collaboration networks in school teams

Teaching and Teacher Education, Год журнала: 2022, Номер 121, С. 103909 - 103909

Опубликована: Окт. 19, 2022

Whereas previous studies on teacher collaboration have focused almost exclusively improving teaching, this paper investigates in three highly important school improvement areas. Data for networks were collected four secondary schools Switzerland 2018 teachers exploring new ideas teaching (teaching improvement), teamwork (team and organization (organizational improvement). Using social network analysis, we examined to what extent the overlap, how structures differ, factors explain these differences. The results revealed substantial differences between This suggests that future research should examine from a multidimensional perspective.

Язык: Английский

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Effects of ability grouping on students’ collaborative problem solving patterns: Evidence from lag sequence analysis and epistemic network analysis

Thinking Skills and Creativity, Год журнала: 2023, Номер 51, С. 101453 - 101453

Опубликована: Дек. 28, 2023

Язык: Английский

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How do public school teachers react to education policy reforms with their colleagues?: The emergence of policy discussion networks during the implementation of the national education strategic plan in Myanmar

International Journal of Educational Development, Год журнала: 2025, Номер 113, С. 103206 - 103206

Опубликована: Янв. 21, 2025

Язык: Английский

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Teachers’ professional collaboration and trust relationships: An inferential social network analysis of teacher teams

Research in Education, Год журнала: 2021, Номер 111(1), С. 89 - 107

Опубликована: Июль 9, 2021

In recent years, teachers around the world have been increasingly confronted with various expectations concerning improvement of their classroom practices and school activities. One factor widely acknowledged to facilitate is a strong collaborative culture among teachers. As such, are expected work in teacher teams, collaborate closely colleagues, co-construct practices, thus strengthen trust relationships within team. A growing number researchers has analyzed how address these expectations. They suggest that there link between teachers’ embeddedness collaboration networks relationships. The present study seeks contribute research literature by presenting results Social Network Analyses (SNA) exponential random graph models (ERGMs) on nine secondary schools Germany (N = 366 teachers). We investigate involvement co-constructive schools, measured amount team teaching (TT), relates levels. Results our analyses high TT not necessarily related higher degree at level. However, positively being perceived as trustworthy. Furthermore, emergence relations depends general network characteristics, such homophily, reciprocity transitivity.

Язык: Английский

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Language Teachers’ Collaborative Actions and Relationships in a Textbook Writing Community of Practice

The Asia-Pacific Education Researcher, Год журнала: 2024, Номер unknown

Опубликована: Апрель 1, 2024

Язык: Английский

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Teachers' personal network analysis reveals two types of pioneers in educational digitalization: Formal and informal intermediaries at schools

Computers and Education Open, Год журнала: 2023, Номер 4, С. 100137 - 100137

Опубликована: Апрель 20, 2023

Язык: Английский

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Pedagogical collaboration for multilingual support in Swedish compulsory schools – multilingual study guidance tutors’ perspectives

Language and Education, Год журнала: 2023, Номер 38(5), С. 781 - 799

Опубликована: Июнь 27, 2023

26% of the students in Swedish compulsory school have an immigrant background. To support simultaneous development their language proficiency as well academic skills and knowledge, several measures may be implemented by schools. This study focuses on one those measures, namely multilingual guidance, illustrates perspectives guidance tutors regarding pedagogical collaboration with mainstream teachers for support. A purposeful sampling a maximum variation was chosen to obtain highest possible representativeness. Thereafter, twelve individual, thematical interviews were conducted. discuss categories arising from abductive analysis, 2003, Bronstein's model influences interdisciplinary collaboration, focusing professional role, used. The forms part wider research project which aims get more in-depth view In this paper, however, only results concerning views role work responsibilities are presented. show that struggle identity issues. therefore depends heavily educational individual aspects. findings suggest order increase improve uniform path is required, includes general subject education official steering documents, final diploma.

Язык: Английский

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Fokus Grundschule Band 3. Kooperationsfeld Grundschule

Waxmann Verlag GmbH eBooks, Год журнала: 2024, Номер unknown

Опубликована: Фев. 23, 2024

Die Profession der Grundschullehrperson befindet sich im Wandel: Team-Teaching in Mehrstufenklassen, inklusiven Klassen, Lernwerkstätten, die Kooperation von Lehrpersonen mit unterschiedlichen Ausbildungsschwerpunkten und Ausbildungswegen, interdisziplinäre Supporteinrichtungen sowie Zusammenarbeit Eltern kennzeichnen pädagogische Arbeit Grundschule. Der Kommunikations- Kooperationskompetenz Grundschullehrpersonen kommt eine zentrale Bedeutung zu. Im Mittelpunkt des Tagungsbandes zum 3. Grazer Grundschulkongress stehen Beiträge zur zwischen den Lehrpersonen, Schüler*innen kollaborativen Arbeits- Lernformen, interdisziplinaren Teamarbeit, institutionellen an Übergängen schulbezogenen außerschulischen Einrichtungen zu Kooperationsfeldern Professionalisierung. Aktuelle Befunde sollen sichtbar gemacht werden Grundlage für weiterführende Forschung Diskussion schaffen.

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