Teacher Collaboration Research Articles

In the Crucible of a Professional Learning Community: Becoming a Highly Effective Teacher in Challenging Contexts

Despite evidence for the established role of a professional learning community in supporting teacher professional learning and development, it is still among the most under-utilized resources available to teachers. The current study in a major educational institution in the Gulf sets an example for establishing professional learning communities (PLCs) in unusually challenging academic contexts. These contexts often lack support from the administration for teacher professional learning and development, and there is minimal collaboration among colleagues. While synthesizing ideas from mainstream literature and social psychology, the study expands the conceptual base for establishing PLCs and offers a strategic vision for developing highly effective teachers through participation in a synergistic PLC. Following Interpretive Research Paradigm, the study employed ethnographic research methodology to understand how the participants in the study describe themselves and their actions as well as their interactions with others. Based on a thematic analysis conducted using NVivo software, the findings suggest that goal-oriented collaboration of teachers in a PLC, where empathy, maturity, and abundance mentality are practised, can prepare teachers for professional excellence, leading to significant improvements in student learning and achievement. Keywords: ELT in the Gulf, professional learning community, student achievement, synergy, teacher professional development

English Teacher Collaboration: A Key Strategy for Overcoming Psychopedagogical Challenges and Promoting Educational WellBeing

English Teacher Collaboration: A Key Strategy for Overcoming Psychopedagogical Challenges and Promoting Educational WellBeing

Starting and Sustaining an International Teacher Collaboration: Insights and Recommendations from a SoTL Project.

Starting and Sustaining an International Teacher Collaboration: Insights and Recommendations from a SoTL Project.

Leading the dance. The role of teacher collaboration and collegiality during sudden disruptions.

Through the lens of social capital, this study examines the significance of collaboration among teachers and their perceived support from school leaders during the first phases of the COVID-19 pandemic. By thematically analyzing interviews with thirteen teachers in three Icelandic upper secondary schools, the findings show that teachers who were part of teacher communities or collegial relationships were more likely to get necessary support and cope with the sudden changes. The results imply that schools could better prepare for future disruptions by systematically promoting collaboration within the school and providing teachers with the foundation to establish and build collegial relationships.

OPPORTUNITIES AND CHALLENGES IN IMPLEMENTING CO-CURRICULAR ACTIVITIES PERCEIVED BY TEACHERS AS FACILITATORS AT STATE VOCATIONAL SCHOOL 1 JAMBI CITY: A NARRATIVE INQUIRY

This study aims to give a general overview of the opportunities and difficulties the facilitators encountered at State Vocational School 1 Jambi City when implementing co-curricular activities. Using in-depth interviews and narrative inquiry as the research methodology, two English teachers who have been practicing P5 for two years were designated as the Facilitators. According to the findings, offering the P5 as a co-curricular has the ability to strengthen the school program, offer a more concentrated character development program, foster teacher collaboration, and raise student performance in terms of independence and creativity. One of the issues encountered during P5 implementation is locating references for P5 activity design and administration.

“함께하는 힘이 이렇게 세구나!”: 달빛초 세계시민교육 교원 연구팀의 협력적 관계구조 형성에 관한 질적 사례연구

This qualitative case study explored the collaborative relational structure of a research team of educators at Moonlight primary school (pseudonym), which enabled the mainstreaming of global citizenship education(hereafter, GCED) into the school over the past three years. To do so, this research employed the relational AGIL scheme(Donati, 2022) as a theoretical framework to analyze changes in the purpose, values, means, and norms of the research team’s relational structure. The findings revealed that the research team underwent transition from an initially contrived collegiality to a later reciprocal one, with the turning point marked by a change in leadership. The late-stage research team’s reciprocal relational structure was characterized by a pursuit of situational goals (G) related to the mainstreaming of GCED at Moonlight primary school, grounded in values of mutual respect(L), a sophisticated planning of various means(A) meticulously designed for mainstreaming GCED, and an emphasis on ethical responsibilities within teacher relationships(I), forming an AGIL relational structure. The key mechanism in shaping this reciprocal relational structure(AGIL) was the relational reflexivity of the research team members. They, as relational subjects, were able to recognise the relational order of reality, that is, we-‘relation’, a third entity constructed by team members that remains invisible but embodies the potential for teacher collaboration.

Pengembangan Etos Keguruan dalam Pendidikan Era Milenial

A strong teaching ethos is the foundation of all interactions and teaching that impact the younger generation in this linear era. This research highlights the important role of teacher ethos in supporting quality and sustainable education. Factors that shape the ethos of teaching include integrity, respect, commitment, and willingness to continue learning. When teachers adopt these values, they become role models who motivate students and create an inclusive, safe, and inspiring learning environment. The importance of continuous education and training for teachers to improve their skills and insights cannot be ignored in today's lilenial world. Teachers must remain relevant to developments in education and continue to develop as professionals. The development of teacher ethos has been successfully implemented, such as handling cases of academic violations with ethics and honesty, as well as teacher collaboration in improving student learning outcomes. The development of teacher ethos has been successfully implemented, such as handling cases of academic violations with ethics and honesty, as well as teacher collaboration in improving student learning outcomes.

Facilitating Hong Kong Kindergarten Teachers’ Perceptions of Enactment of Play-Based Learning for Whole-Child Development: The Potential of Personal and Organizational Enablers

ABSTRACT While play-based learning is important for a high quality early education, only when teachers are confident and competent in enacting play-based learning in their everyday practice are expected benefits of play-based learning for whole-child development realized. A sample of 592 early childhood educators who assumed different job titles in Hong Kong kindergartens participated in this study. This study investigated the roles of these educators’ perceptions of personal and organizational enabling factors in facilitating teachers’ enactment of play-based learning and further their perceived children’s whole-child development. Research Findings: These educators reported that two personal enablers (i.e. beliefs of play-based learning and self-efficacy beliefs) and two organizational enablers (i.e. teacher collaboration and home-kindergarten collaboration) were positively associated with their enactment and further enhanced their perceived whole-child development through different mechanisms. Teachers’ reported enactment of play-based learning played significant mediation roles. Practice or Policy: Policy makers and change facilitators should convey clear messages and take effective measures to promote play-based learning in kindergartens. Kindergarten principals need to create a mutually supportive climate in the kindergarten to praise and appreciate teachers’ good practice of play-based learning, and enhance two kinds of collaborative relationships: teacher collaboration and home-kindergarten collaboration.

Do teacher beliefs mediate leadership and teacher behaviors? Testing teacher self-efficacy's mediation role between leadership for learning and teacher outcomes

PurposeLeadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.Design/methodology/approachDrawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.FindingsResults suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.Research limitations/implicationsSchool-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.Originality/valueThis study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.

Factors associated with teacher job satisfaction: An investigation using TALIS 2018 Data

We used data from the OECD’s 2018 Teaching and Learning International Survey (TALIS) to investigate the factors associated with teacher job satisfaction. The database covers more than 250,000 teachers in 15,000 schools across 48 countries. Correlation and regression analyses adjusted for the TALIS sampling design were applied. We found that the most important predictor of teacher job satisfaction is distributed leadership, followed by positive relations between teachers and students. Teacher salary and teacher collaboration are also positively and significantly associated with job satisfaction. By contrast, workload stress is the most important factor associated with teacher dissatisfaction, followed by professional development barriers and disciplinary climate.

FEATURES OF THE IMPLEMENTATION OF THE PEDAGOGICAL REFERENDARIAT PROGRAM ON THE BASIS OF THE INTERN PLATFORM

The article describes the creation of an interactive INTERN platform, which is considered as a communicative and intellectual resource integrating various components, as an opportunity for inter-partner interaction, including the involvement of interested bodies and business structures, and will be aimed at building effective communication and exchange of experience, cooperation and partnership, which, in turn, will contribute to the formation of a transparent scientific and educational environment for the exchange of knowledge, competencies, the expansion of professional and interuniversity ties with existing partners and collaboration of teachers. The article presents the schematic structure of the INTERN innovation platform, which includes various mechanisms that allow implementing the communicative resistance of the program. The purpose of the Program is to develop and implement a new format for training young teachers through a pedagogical scholarship, which will allow us to reach a new advanced quality of this training; increase the number of stakeholders involved in the process, i.e. make it transparent and redistribute resources to strengthen the practical orientation of training; create a new vector of interaction ‘school – university’; attract future applicants to the university's educational programs for teachers, which, ultimately, will contribute to increasing the competitiveness and demand for the teaching profession. The target audience of our program are teachers with experience of pedagogical activity from 0 to 3 years.

Transformational leadership for deeper learning: shaping innovative school practices for enhanced learning

PurposeThis research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society.Design/methodology/approachEmploying a mixed-methods approach, the authors conducted surveys among school principals within a network of schools embracing deeper learning based on ten distinct but interlocking criteria that define this particular model of deeper learning. Through in-depth follow-up interviews with school leaders, the authors investigated the factors and obstacles that support sustainable implementation and scalability of deeper learning, with a specific focus on the role of transformational leadership.FindingsDuring the implementation of transformative practices like deeper learning, school leaders demonstrate diverse perspectives on the necessary changes for their successful integration. Leaders inclined toward a “transactional” leadership style concentrate on changes within individual classrooms. Conversely, leaders exemplifying “transformational leadership” possess a broader vision and address systemic factors such as teacher collaboration, assessment regulations and the effective utilization of time and space within schools. To achieve widespread adoption of deeper learning across schools and the education system, it is essential to recruit more transformational leaders for formal leadership positions and reorient leadership training toward transformational approaches.Practical implicationsThe deeper learning model developed for this intervention encompasses a four-stage process: Teachers initially collaborate in small teams to co-design interdisciplinary, deeper learning units. The actual units consist of three sequences: knowledge acquisition, where students gain knowledge through direct instruction supplemented by personalized learning on digital platforms; team-based co-creative and co-constructive tasks facilitated by teachers once students have acquired a solid knowledge base and the completion of authentic tasks, products or performances in sequence III. While small groups of intrinsically motivated teachers have successfully implemented the model, achieving broader scalability and dissemination across schools requires significant “transformational leadership” to challenge traditional norms regarding teacher collaboration, assessment practices and the efficient use of time and space in schools.Originality/valueThis paper presents a structured model of deeper learning based on ten distinct but interlocking quality criteria tested within a network of 26 schools. The model has demonstrated transformative effects on participating schools, albeit primarily observed in smaller substructures of large secondary schools. Teachers who previously worked independently have begun to collaboratively design learning experiences, resulting in “hybrid” classrooms where physical and digital spaces merge and extend to include maker spaces and out-of-school learning environments. Traditional summative assessments have been replaced by various forms of embedded formative assessment. However, these innovations are currently driven by small groups of intrinsically motivated teachers. The research provides insights into the type of school leadership necessary for comprehensive scaling and system-wide dissemination of deeper learning.

To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong.

This study aimed to evaluate the subjective experience of a play-based intervention on a sample of primary school teachers in Hong Kong. Semi-structured interviews and reflective journals provided data for qualitative analysis. Reflexive thematic analysis was applied to establish commonalities and/ or disparities in the participants’ lived experiences. Three superordinate themes were identified; perception, psychological impact and possibilities. Participants reported positive psychological responses and enhanced collegial relationships. Some showed awareness of personal and professional growth. Participants’ well-being was not measured or evaluated as part of this study. However, results suggest that play-based interventions for teachers may contribute to increased well-being through play's permeating effects. This may interest school leaders, well-being consultants, and positive psychology professionals administering school-based interventions to improve well-being and teacher collaboration. Adult play, an understudied area within positive psychology, lacks data and empirical research. Therefore, this study contributes to this emerging and exciting field.

Teacher Development to Augment Pedagogical Competence in Society 5.0

This research aims to analyze and describe the process of enhancing teachers' pedagogical competence in Society 5.0. A qualitative research methodology was employed, utilizing a case study approach. Data were collected through interviews with one principal, one vice principal, six teachers, and one administrative staff member. Data processing techniques included reduction, data presentation, and conclusion drawing. The validity of the data was ensured through credibility and confirmability. The findings indicate three stages of teacher development: (a) Awareness and behavior formation stage, which involves training needs analysis, learning design, access to self-contained material centers, teacher motivation, moral and material support, performance assessment, Yaumiyah, Tastqif, and Tahfidzul Qur'an programs. (b) The ability transformation stage focused on education quality, the application of independent learning, and learning design. (c) The ability enhancement stage involved IT-based learning and teacher collaboration. The outcomes of teacher development encompassed competence mapping, student mentoring, identification of developmental needs, fostering Islamic personality, nurturing character-driven teachers, employing Student-Centered and Project Learning models, and an increase in teachers' knowledge.

Integrated Leadership Effect on Teacher Satisfaction: Mediating Effects of Teacher Collaboration and Professional Development

School principal can be both instructional and transformational leadership which is regarded as integrated leadership. Prior research has explored the connection between teacher job satisfaction, teacher collaboration, and teacher professional development. The current study aims to investigate the integrated principal leadership style, and its effect on teacher job satisfaction. We examined how integrated leadership indirectly influences teacher job satisfaction through the mediation of teacher collaboration and professional development. Voluntary sampling was conducted to collect research data. Electronic survey sent to 600 Indonesia which was 504 filled the survey completely. The partial least square structural equation modelling (PLS-SEM) was employed to analyze the data. The results showed that integrated leadership directly affected teacher job satisfaction in a positive way. Teacher collaboration and professional development had positively affected teacher satisfaction in their job. It was figured out that teacher collaboration and professional development have partial mediation effect on the relationship between integrated leadership and teacher job satisfaction. Based on results, integrated leadership has affected teacher job satisfaction directly. The effect was also mediated by teacher collaboration and teacher job satisfaction. Institutions should invest in leadership programs to equip principals with a blend of instructional and transformational skills that encourage teachers to develop their professional skills and to collaborate with others.

중학교 교사의 교사학습모임, 교사협력, 교사효능감, 수업역량 간의 구조 관계 분석

Purpose: The purpose of the study was to explore the structural relationship among school-based teacher learning community, teacher collaboration, teacher efficacy, and teacher instructional competence at Korean middle schools. The study was especially interested in examining the mediating effects of teacher collaboration and efficacy on the relationship between teacher learning community and instructional competence.
 Methods: This study drew upon 853 middle school teachers’ data from the 2021 Busan Educational Longitudinal Study, and a multi-mediating structural equation model was employed as a statistical method.
 Results: First, all of the independent variables -i.e., teacher learning community in school, teacher collaboration and teacher efficacy are positively associated with teacher instructional competency; second, the effect of teacher learning community on teacher instructional competence was mediated by both teacher collaboration and teacher efficacy; third, teacher learning community had a positive impact on teacher instructional competence through teacher collaboration and teacher efficacy in that order. Particularly, an indirect effect of the path from teacher efficacy to instructional competence was found to be greater than the indirect effect of the other two paths.
 Conclusion: Based on the findings, it is suggested that the activation of teacher learning community, the cultivation of a collaborative teaching culture, and the enhancement of teacher efficacy are necessary to improve teacher instructional competence.

Teacher learning and collaboration in a life sciences cluster in South Africa

There is increasing focus on collaborative teacher learning in South Africa. In the Mpumalanga province, the Department of Education uses cluster meetings as a model of teacher development. Clusters are groups of teachers from different schools who teach the same subject. In this article we focus on the learning activities that took place in 1 cluster of life sciences teachers during 2016 and 2017. Data were generated by observing 6 cluster meetings (at provincial, district and circuit level), and by interviewing 11 members of the cluster and 2 departmental officials. Wenger’s concepts of mutual engagement, shared repertoire and joint enterprise were used to analyse the data. The findings show that the professional learning activities that took place in the cluster meetings were mostly directed at improving the Grade 12 learners’ results. The subject advisors, rather than the teachers, initiated the learning activities. The routines and resources used also focused on improving learner results. We thus argue that a managerial discourse of professionalism underpins the cluster model of professional development, primarily providing strategies intended to improve the pass rate of the Grade 12 learners and to monitor school-based assessment, rather than supporting collaborative professional learning.

Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway

Digital instruments developed to support education practices add new dimensions to education governance. Among such developments is the digitisation of the national curriculum through instruments that govern teachers’ planning practices. In this article, a semiotics of configurations approach is applied to analyse a digital instrument, the Curriculum Planning Tool (CPT), developed with a renewal of the Norwegian curriculum to close the gap between the national curriculum and local enactment. The findings demonstrate how the CPT produces a structured vision of the teaching planning process through a template-like arrangement of planning components. Simultaneously, through enabled forms of action, the instrument controls the teaching planning process while leaving a place for pedagogic autonomy to determine teaching and assessment forms within the limits of the national curriculum. Finally, the CPT operationalises the intentions of curriculum renewal by creating expectations for teacher collaboration which can also contribute to increased process control where teachers control each others’ practice. This article contributes to the understanding of the potential of digital curriculum support instruments to shape relations between hard and soft modes of governance.

TRAINING ON PROCESSING LOCAL FOOD LAMTORO BEANS TO BECOME A TYPICAL CULINARY

The successful facilitation of existing potential and resources necessitates robust and efficient assistance. The objective of this Community Service (PKM) is to assess the viability of utilising local food and community ingenuity in the processing and manufacturing of food items derived from local resources, with the ultimate goal of bolstering the economy. The local food development training programme conducted in Wae Bobok Village involved the collaboration of teachers and students from the eLBajo Commodus Polytechnic Hospitality Diploma Three Study Programme. This initiative aimed to assist the village residents in enhancing their local food offerings by transforming them into distinctive culinary creations that possess both appeal and increased worth. An interactive and practical training programme has been implemented to impart the necessary information and skills for the enhancement of local food into unique gourmet creations. During training sessions, individuals acquire knowledge pertaining to the selection of high-quality products, the techniques involved in food processing, and the creation of specialised menus. The objective of this training programme is to facilitate the residents of Wae Bobok Village in harnessing the untapped potential of indigenous food resources, thereby transforming them into captivating and high-value culinary offerings. Furthermore, it is anticipated that the outcomes of this endeavour would facilitate the emergence of novel employment and entrepreneurial prospects inside Wae Bobok Village. The implementation of this initiative aimed at transforming local produce into distinctive gourmet offerings is anticipated to enhance both food security and the local economy within Wae Bobok hamlet. Over time, this form of training can serve as a model for other rural communities in harnessing the inherent potential of indigenous food sources to create distinctive culinary offerings that are appealing and possess enhanced worth. In addition to this, the evolution of this characteristic gastronomic delight possesses the potential to serve as a viable tourist destination, thereby presenting prospects for the advancement of tourism centred around distinctive culinary offerings within Wae Bobok Village.

Bedah Rumah Untuk Kesejahteraan Dan Kesehatan Masyarakat Tidak Mampu Di Gowa Kota Makassar

Poverty causes families to be unable to meet the needs of adequate housing for themselves and their families. Not everyone is able to meet their housing needs for economic reasons. One of the basic human needs is a house in the context of decentralized housing provision. Currently, there is no housing provision system in the regions that is responsive to developing needs. This is due to the lack of developed understanding that housing is also a public matter apart from being an individual matter. The aim of implementing the House Renovation Program is targeting poor people who have uninhabitable houses. The house renovation program has had an impact on poverty alleviation in Gowa District, Makassar. Community Service Activities (PKM) by the Indonesian Teachers and Lecturers Association in collaboration with IKAT Japan South Sulawesi as a form of improving the problem of poverty for our underprivileged brothers and sisters with a house renovation program. Apart from alleviating the problem of poverty through this house renovation program, it is hoped that those who receive Mr. Ridwan's assistance will be helped by comfortable accessibility with their families.