Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration

Abstract

This cross-sectional study (N = 1687, 4 cohorts) investigates future teachers’ intentions to collaborate and their attitude towards collaboration with standardized questionnaires. Two of the cohorts provide additional information about their performance of collaboration in a school setting outside the university. ANOVA and post-hoc analyses are performed to determine group differences. First-year pre-service teachers rate collaboration lower in importance and intend to collaborate less than the other cohorts. Three collaborative actions are examined: exchange, division of work, and co-construction. While exchange is found to be the most popular form of collaboration, student teachers report performing the higher-level forms more frequently.