Teacher Collaboration Research Articles

Strengthening school coexistence through ancestral knowledge

The general objective of this research project is to strengthen the school coexistence of the students of the Jaime Roock Educational Institution, El Caimito, rural area of the district of Buenaventura, through a pedagogical strategy based on ancestral knowledge. A qualitative approach of participatory action research is used. The target population is made up of 15 Afro-descendant students from 6 to 14 years of age, belonging to socioeconomic strata 1 and 2. The research is developed in four phases: planning and design, where the specific objectives are established and the pedagogical strategies that implement gamification with 5 ancestral games that involve values are designed; data collection, which includes the application of surveys, semi-structured interviews and observation; data analysis, where the information collected is categorized and compared; and interpretation and conclusions, where significant conclusions are drawn, the impact of the implemented pedagogical strategy is evaluated and recommendations are made to strengthen school coexistence. The results highlight the identification of disruptive behaviors and the positive impact of the ancestral pedagogical proposal on school coexistence. The intervention provided a practical environment for conflict resolution, promoting respect for rules and awareness, supported by the collaboration of teachers and parents.

Teamwork of General and Special Education Teachers in Managing the Education of Learners with Autism

Understanding the dynamics of collaboration helps identify best practices, resolve issues, and foster smooth working relationships among general and special education teachers for students with ASD achievement. This study explored the collaboration of general and special education teachers in educating learners with autism spectrum disorder (ASD) at three (3) selected elementary schools in Chicago, Illinois, USA, during the school year 2023-2024. This is a phenomenological inquiry of the ten purposively selected participants who answered the researcher-made semi-structured questionnaire that contained four (4) open-ended questions. Findings showed that in terms of the participants' views about the various collaboration models Implemented in educating learners with autism, the following were the emerging themes: 1) Team Teaching Collaboration, 2) Support Mechanisms on Demand, and 3) Structured Consultation Session. The impact of teacher collaboration on learners with autism academic outcomes were: 1) Enhanced Communication Abilities; 2) Active School Involvement; and 3) Self-sufficiency Development. The barriers encountered to effective collaboration were 1) Challenges in Communication, 2) Support and Policy from the Administration, and 3) Scheduling and Time Limitations. Thus, the general and special education teachers should intensify their collaboration and address the identified challenges. It is further recommended that a quantitative parallel study be conducted to validate and quantify the impacts of teacher collaboration strategies on the academic outcomes of learners with ASD.

More we or more me? How collaboration and autonomy connect with school climate, team innovativeness and school satisfaction among Korea’s teachers

ABSTRACT Prior large-scale research on teacher collaboration and autonomy has failed to distinguish effects within and between schools or among elementary and middle school teachers. This lack of research has implications for professional development in countries like Korea, where national policies have increasingly favoured teacher collaboration. We therefore employed multilevel structural equation modelling to analyse Teaching and Learning International Survey 2018 responses from 5,601 Korean elementary and middle school teachers. Our findings revealed significant direct and indirect effects among the variables of teachers’ perceptions of teacher collaboration, teacher autonomy, school climate, team innovativeness and school satisfaction. At the teacher level, the main differences between elementary school and middle school teachers related to classroom autonomy and team innovativeness. Collaboration and autonomy significantly predicted school satisfaction among elementary school teachers but not middle school teachers. There were also key differences in effects from teacher collaboration and classroom autonomy at the teacher and school levels. The most notable finding was that school climate mediated the relationship between classroom autonomy and school satisfaction at the teacher level. As these factors relate to the uptake and implementation of professional development, we provide key recommendations for local and national policy-makers hoping to optimise learning opportunities for teachers.

An Investigation of the Teacher Collaboration According to the Instructional Leadership Behaviors of Principals

This correlational study examines the relationship between the instructional leadership behaviors of school administrators and the collaboration behaviors among the teachers in the same branch according to teachers' perceptions. The research sample was determined by an easily accessible sampling method and consisted of 403 teachers working in public primary and secondary schools in the central districts of Ankara. The data in the study were collected using the "Instructional Leadership Behavior Scale" and "Scale for Determining the Level of Collaboration of Group Teachers." Mean and standard deviation values were calculated in the data analysis, and correlation and hierarchical regression analyses were conducted. The study results show that principals exhibit high levels of instructional leadership behaviors according to teachers' perceptions. Similarly, teachers' collaboration behaviors are also high. A positive and significant relationship was found between principals' instructional leadership and teachers' collaborative behaviors. According to the regression results, principals' instructional leadership behaviors significantly predicted teacher collaboration. Based on the results, some implications for the future were made, and suggestions were made to researchers and practitioners.

AI 기반 피드백의 교육적 활용 가능성 탐색

This study examines the potential of utilizing natural language processing technology to provide objective and efficient feedback in Korean language classrooms through an automated feedback system. To validate the effectiveness of AI-based automated feedback, the study compared corrections made by human annotators with those generated by the AI model, GPT4, using a corpus of beginner Korean language learners. The results indicated high concordance rates between human and GPT4 corrections, with Level 1 accuracy at 85.71% and Level 2 accuracy at 84.07%. Corrections primarily focused on grammatical corrections, averaging 61%, while lexical corrections comprised about 39%. Corrections across various parts of speech, including nouns, verbs, and adjectives, were performed at similar rates by both humans and GPT4. However, GPT4 showed limitations in appropriately correcting errors that required contextual understanding. Despite these limitations, the AI-based feedback system can be an effective supplementary tool in educational settings. Teachers can reduce their workload and focus more on content and structural feedback, while learners benefit from real-time, personalized feedback that encourages self-review and improves language proficiency. This study underscores the importance of AI-based educational tools and emphasizes the need for an integrated approach involving teacher collaboration to continually enhance the AI-based feedback system.

Identifying HR Management and Supervision Activities at SMAN 1 Merangin to Face Society 5.0 and Industrial Revolution 4.0

The article explains the importance of managing and supervising human resources, especially teachers, in Society 5.0 and the era of Industrial Revolution 4.0, which is full of knowledge of technology and digital-based activities. The principal and the driving/developing teachers did this management and supervision effort. The author observed this, with the school being the main focus, SMAN 1 Merangin. This article uses a qualitative research method by prioritising the process of communication interaction and observation in research and a systematic literature review (SLR) method by collecting other sources regarding HR management and supervision in facing society 5.0 and the Industrial Revolution 4.0 from books, journals and other sources. The challenge faced by SMAN 1 Merangin based on the interview is how to get all teachers, or at least 50% of the teachers at SMAN 1 Merangin, to get a driving teacher certificate and other training certificates so that they can get out of the safe zone and become proficient in information technology. While facing this era, SMAN 1 Merangin teachers adept at technology and good at solving learning problems are appointed to drive teachers and supervise other teachers in collaboration with the school principal to improve performance and catch up with the times.

Teachers’ Facebook rebellion groups: sites for professional collegial deliberation?

ABSTRACT This study examines conversations in a Swedish teachers’ School Rebellion (SR) group on Facebook, a group that attracts members who wish to engage in activism for a different and better Swedish school system and improved conditions for teachers. The phenomenon of teachers’ Rebellion Facebook groups is relatively new. It has emerged in several countries over the past decade and clearly differs from traditional online teacher collaboration and professional development groups. Placing the Swedish SR initiative in the context of discussions on changing teacher professionalism over the last decade, the aim of this study is to examine what content is given presence in SR posts and how it is discussed by members, and to determine the extent to which the communication between the participating teachers has the potential to strengthen collective professionalism. To this end, curriculum theory and the concept of deliberative communication are combined to address questions of content and various relations between actors and levels, such as power and responsibility issues. The analysis shows that many topics related to teaching and education appear in the conversations, deliberative approaches vary from what is termed pre-deliberative to deliberative and even counter-deliberative. Although all participants have a voice, the administrators’ role is shown to be of special interest. Based on these findings, the administrators’ responsibility to maintain professional collegial deliberation is discussed as a complex mission of deliberation over political, pedagogical, and practical issues.

Actualization Of Parenting and Teacher Collaboration in Instilling the Character of Early Childhood Responsibility

This study aims to analyze more deeply about the actualization of parenting collaboration between parents and teachers in instilling the character of responsibility in children. A phenomenological approach was utilized to delve into the perspectives of the participants involved. Data were analyzed using the model proposed by Milles, Huberman, and Saldana, encompassing data collection, data condensation, data presentation, and drawing conclusions. The research findings indicate that collaboration between parents and teachers in instilling a sense of responsibility in early childhood can create an environment conducive to the formation of responsible values in children. Through close cooperation, children can comprehend the importance of being accountable for their actions and decisions, with parents serving as primary role models at home and teachers reinforcing these values in the school environment. Keywords: parent and teacher collaboration, character education parenting, responsibility, early childhood

Anxiety in University Teachers and Virtual Education

The purpose of this research is to analyze whether university teachers show signs of anxiety due to the new modality of virtual education due to confinement due to the health emergency. A bibliographic review has been carried out and there has been the collaboration of university teachers who now teach their classes through virtual means, to whom a structured survey was applied to determine how they face the virtual education modality, at the same time the Scale was applied of Hamilton Anxiety, which evaluates anxiety levels (give the results). The research has a correlational, descriptive scope since it seeks to know if teachers present anxiety regarding the virtual education that they had to implement at the time of teaching classes. The investigated population was made up of 24 university professors from the University of the Armed Forces, Latacunga headquarters. University teachers have serious anxiety indicated that in the context of the health emergency added to the change of modality in education.

The Development, Validity, and Reliability Study of Teacher Collaboration Skills Scale

The Development, Validity, and Reliability Study of Teacher Collaboration Skills Scale

Implementing CLIL Innovation in a Collaborative Teacher Education Ecosystem

AbstractThis paper reports on the implementation of a 6‐month collaborative teacher education project (CTEP) in China, designed to help teachers adopt CLIL in response to new primary school curriculum requirements. A multi‐site case study was conducted to track two focal teachers' changes in CLIL implementation and its sustainability. Adopting ecological theory, the study investigated how teachers' interactions with university‐based, district‐based, and school‐based teacher educators in the project contributed to their professional development. Our research focused on an innovative dimension of the project, namely, close collaboration among university researchers, teacher educators, and primary teachers who all contributed to the CTEP ecosystem. Data collection involved semi‐structured interviews at the pre‐stage, while‐stage, post‐stage, and delayed post‐stages of the project, classroom observation notes, lesson study minutes, field notes, informal exchanges, and project documents. Our data analysis revealed that although both teachers had a positive attitude towards CLIL, they exhibited different trajectories of changes in their pedagogical practices. The teachers' interactions with teacher educators within and across the four sub‐contexts in the CTEP ecosystem played a significant role in their professional development. Notably, the school‐based teacher educators contributed by establishing a collaborative teaching study group (TSG) that ensured sustainable professional development for the teachers. The findings of this study have important implications for educational policymaking and for designing and implementing collaborative teacher education programmes that offer an alternative to traditional top‐down modes of language teacher professional development.

Professional Collaboration among Elementary School Teachers in Lesson Study

Professional teacher collaboration, a fundamental characteristic of lesson study, has been pointed out as a principle of teacher personal and professional growth. This article aims to describe and analyze the development of professional collaboration in a lesson study, highlighting the main stages of this process. The investigation involved six elementary school teachers of Brazilian public schools, in planning, observing, and reflecting on a lesson on the curriculum topic of length measure at grade 4. The participants worked collaboratively planning a lesson about this topic. The methodology is qualitative, with data collected by records and field notes of sessions, conversations, and interviews. The analyses pointed out three remarkable stages of the development of professional collaboration, which constituted the categories of analysis: recognition of collaboration, development of collaboration, and valuing collaboration. The results show that the professional collaboration that developed during the lesson study was facilitated by the dynamics of the different steps of this process and, especially, by the relationship between participants and teacher educators. Collaboration emerged from the activities of planning, teaching, observing, and reflecting on the lesson, and was valued given the encouragement and strengthening of the group insofar as teachers felt confident, encouraged, and welcomed in the group.

Insight on Teacher Consultation in Taiwanese Campuses: The Application of a Context-Based Consultation by Grounded Theory

ABSTRACT This study delves into teacher consultation in Taiwan, specifically how teacher-counselors support teachers with student-related issues, aiming to explore and elucidate a culturally relevant consultation model suitable for the Taiwanese school context. Through interviews with 89 participants, including 46 teacher-counselors, 30 teachers, and 13 teacher educators with expertise in consultation, the study utilized grounded theory to analyze qualitative data. It introduced the collaborative teacher consultation model underlying competence and awareness expansion and support, featuring brief structure, exploration and insight, action and follow-up, and reflection and growth. This model not only resonates with existing consultation frameworks that emphasize cultural context but also extends their possibilities of application in Taiwan by providing specific strategies tailored for practical implementation. Consequently, it offers a comprehensive guide for school personnel in both implementing the model and enhancing training programs.

The association between teacher-to-teacher relationships and student achievement: a meta-analysis

ABSTRACT In this meta-analysis, we investigated the association between teacher-to-teacher relationships and student achievement. We specifically explicated (a) the association between a teacher’s individual relationship with other teachers and student achievement; (b) the association between teacher-to-teacher relationships at the organisational level (i.e. school or grade team) and student achievement; and (c) how three frequently used theoretical frameworks in studying teacher-to-teacher relationships – teacher network, teacher collaboration, and professional learning community (PLC), at either individual or organisational level – were associated with student achievement. Key findings included (a) teachers’ individual relationships were not associated with student achievement; (b) the relationships in schools or grade teams were significantly positively associated with student mathematics and reading achievement; and (c) at the organisational level, all three theoretical frameworks had small, positive associations with maths achievement (r = 0.191 for teacher collaboration, r = 0.202 for teacher network, r = 0.189 for PLC), but the positive associations with reading achievement decreased from teacher network (r = 0.290) to teacher collaboration (r = 0.163) and to PLC (r = 0.078). The implications of the findings are discussed.

Adolescent English Learners’ Awareness of Disciplinary Writing and Academic Language in Science Classrooms: The Affordances of a Register-Functional Perspective

ABSTRACT This article reports findings from a study that investigated English learners’ (ELs’) developing awareness of disciplinary writing and academic language in science courses in a U.S.-based high school. Based on an analysis of writing samples, this case study first introduces the situational and linguistic characteristics of two science writing tasks in forensics and oceanography. The author then explores ELs’ developing understanding of science writing and academic science language via ethnographically oriented interviews. Informed by the Register-Functional perspective and Academic Literacies frameworks, the analyses demonstrate higher EL sensitivity to vocabulary, but not grammatical structures yet. Writing practices in science classes shape ELs’ understanding of disciplinary writing in unexpected directions. The situational analysis of writing and ELs’ perspectives provide a systematic approach for understanding learner needs in writing and integrating language into content instruction. Implications for EL education in science and teacher collaborations are provided.

School leadership and teaching practice: a systematic review of studies of the indirect effects

PurposeSince teaching practice is the most important within-school determinant of student learning outcomes, a deepened understanding of how and why school leadership contributes to effective teaching is needed. This article aimed to systematically review the knowledge that has been accumulated about the indirect relations between school leadership and instructional practices.Design/methodology/approachThe Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the selection of relevant articles from the databases Scopus and Google Scholar. Twenty-six published works met the eligibility criteria and were included in the narrative synthesis and content analysis.FindingsThe most frequently measured mediators of the effects of school leadership on teaching practice were teacher collaboration, professional learning and teacher self-efficacy. Most studies simultaneously modeled multiple mediated pathways from school leadership to teaching practice. However, only a few analyzed studies used time lags when examining relationships between constructs.Originality/valueThis is the first study to systematically review knowledge on pathways through which school leadership is related to classroom instruction. Thus, this review provides a comprehensive understanding of processes through which school leadership achieves its effects on instructional practices.

Exploring the link between principal instructional leadership and differentiated instruction in an understudied context: the role of teacher collaboration and self-efficacy

PurposeResearch has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, and understand the role that teacher collaboration and self-efficacy play in this dynamic.Design/methodology/approachThe study used structural equation modeling (SEM) to analyze data collected from a sample of 496 teachers working in public schools in Muscat, Oman.FindingsThe findings revealed no direct association between principal instructional leadership and differentiated instruction. Instead, the effects of principal instructional leadership on differentiated instruction were achieved indirectly through the mediation of teacher collaboration and teacher self-efficacy. Collaboration was also found to have a positive influence on the teachers' self-efficacy beliefs.Originality/valueThe significance of this study stems from its relevance to the educational developments unfolding not only in Oman, but in the Gulf region at large. Recent reviews of educational administration and leadership research in the Gulf states indicate the scarcity of empirical research investigating the relationship between principal leadership and teacher practices. This is problematic as it creates a gap in our knowledge of the factors that can support ongoing school improvement initiatives in the region. More specifically, we expect our findings to guide current educational reforms aimed at raising education quality via promoting effective teaching and learning in Omani schools.

Integrating inquiry and mathematical modeling when teaching a common topic in lower secondary school: an iSTEM approach

The world has been increasingly shaped by Science, Technology, Engineering and Mathematics (STEM). This has resulted in educational systems across the globe implementing STEM education. To reap maximum benefits, researchers are now advocating for the integration of STEM domains. In recent studies, the integration of science and mathematics has become increasingly popular. The domains are much more suitable for integration because of their fields of application and their mutual approach toward problem-solving. However, there is little empirical evidence to drive the development of a practical model for classroom implementation. This study aims to cover that gap through integrating mathematics and science concepts when teaching a common topic to two classes of Form 1 (13–14 years) students. A mathematics and a science teacher went through two cycles of lesson study, integrating and teaching the concept of density. Results show a strong synergy between the BSCS 5E instructional model of inquiry and mathematical modeling; hence the methodological approaches can be used to integrate common topics like density. Further, teacher collaboration, teacher immersion in the iSTEM practices, teacher’s knowledge, and skills of the other subject and an in-depth understanding of a problem and its contextualization, are variables that can be capitalized on to enhance the teacher’s capacity to implement innovative and integrated STEM programs effectively.

Leadership Competence, Teacher Collaboration, and Parental Engagement in Public Basic Educational Institutions: Basis for School Improvement Plan

Leadership Competence, Teacher Collaboration, and Parental Engagement in Public Basic Educational Institutions: Basis for School Improvement Plan

Transformation of Bima local wisdom values through social studies e-book media

The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.