Teacher Collaboration Research Articles

Implementation of Differentiated Learning Through Cognitive Diagnostic Assessment in Grade IV of SDN 1 Kelayu Jorong

This study aims to describe the process of implementing differentiated learning through cognitive diagnostic assessment and factors that can support and hinder teachers. This study used a qualitative research approach with a descriptive research method. The source of this study was fourth grade teacher at SD Negeri 1 Kelayu Jorong. Data collection techniques used interviews, observation, and documentation. Data analysis techniques used data reduction, data presentation, drawing conclusions, and verification. The results of the study showed that the implementation of differentiated learning consists of: 1) Planning stage, mapping students' abilities through cognitive diagnostic assessment results into three learning groups such as: advanced, moderate, and developing groups, and teachers choose and compile teaching materials, methods, and strategies that were in accordance with students' abilities, 2) Implementation stage, used process differentiation, content differentiation, and product differentiation, 3) Evaluation stage, teachers applyed two types of evaluation, namely formative evaluation, and summative evaluation. Supporting factors for the implementation of differentiated learning with teacher collaboration, and the ease of finding sources through PMM. Meanwhile, the inhibiting factors for teachers in implementing differentiated learning were time and lack of encouragement to participate in improving teacher competency through various workshops and seminars.

Creativity, Collaboration and Motivation of a High School Teacher

Creativity, Collaboration and Motivation of a High School Teacher

Optimizing Collaboration and Communication Skills of Pre-Service Biology Teachers Based on Cognitive Styles through Scientific Paper Tasks

Collaboration and communication have become essential skills in biology learning today. This research aims to describe pre-service biology teacher students' collaboration and communication skills based on reflective and impulsive cognitive styles through scientific paper tasks. This research is designated employing exploratory research using quantitative and qualitative paradigms. The subjects were five reflective and five impulsive students. This study used a familiar figure-matching test to assess cognitive style and an observation sheet to evaluate collaboration and communication skills. The results reveal that impulsive students with high collaboration skills are more than 50%, while reflective students with high collaboration skills are less than 50%. Reflective and impulsive students show distinct strengths in various indicators of communication skills. This research concludes that impulsive students' collaboration skills are superior to those of reflective students. Based on the communication skills indicators, impulsive and reflective students each have different advantages in communication skills. The results have implications for improving the quality of pre-service biology teacher graduates. Pre-service biology teacher students who can write scientific papers will have their 21st-century skills trained. The 21st-century skills trained in writing scientific papers include collaboration and communication, critical thinking, creativity, and digital and information literacy. These 21st-century skills are essential for individuals, including teachers, to face complex problems in the global era.

Online interaction of teachers in the system of formation of research skills of students with special educational needs

The article describes the features of creating and using an electronic educational environment for online interaction of teachers. The well-founded importance of online experience exchange between teaching staff for the organization of research activities of students involved in inclusive education. The content of electronic educational modules for teacher collaboration in Google Class is described. The stages of the "World Cafe" as a modern form of interaction between teachers and a practical psychologist in an educational institution, which involves taking into account the educational opportunities of students with different nosologies, are revealed. Based on the results of diagnosing the professional competencies of the teachers of the control and experimental groups, the effectiveness of the proposed online interaction of pedagogical workers with the psychological service of the educational institution was determined.

The influence of student voice on teacher professional learning: A systematic literature review

AbstractStudent voice has the potential to prompt changes in teaching and foster teacher development; however, it is underutilised in teacher professional learning. Research on its impact is emerging, and a systematic review is needed to identify trends and themes. This review investigates current trends and themes in the influence of student voice on teacher learning from 2012 to 2023 within K‐12 education. Analysis of 19 empirical papers revealed irregular patterns of publications, a predominant emphasis on secondary education, and qualitative methodologies. Participatory research designs emerged as practical approaches, engaging teachers in inquiry processes and collaboration. Student feedback led to a transformative process for many teachers, prompting them to reflect and change their practice. Supportive school structures and leadership are emphasised for embedding student feedback in classrooms, engaging teachers and students in collaboration, and overcoming obstacles. This review demonstrated that when student voice is valued and acted upon, it can stimulate teacher development. A proposed model for teacher development incorporating student voice consists of three interconnected levels—school leadership support, collaborative practice and learning outcomes—ultimately contributing to overall school improvement. Recommendations for future research are discussed.

Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa.

Contribution Of Parental And Teachers' Guidance Towards Independent Behavior Of Elementary School Children

The contribution of parental and teacher guidance to the independent behavior of elementary school children needs to be considered carefully. Although this guidance plays an important role in child development, overprotective attitudes, lack of consistency, and the influence of the social and technological environment can hinder children's independence. This study uses the library research method. The data collection technique in this study was carried out through documentation review or document review. To ensure the validity of the data in this study, the source triangulation technique was used. The results of the study showed that 1). The Role of Parents in Shaping the Independence of Elementary School Children is to play an important role in shaping children's independence, with democratic parenting patterns proven to be more effective in encouraging independence than authoritarian or permissive parenting patterns. 2). The Role of Teachers in Developing the Independence of Elementary School Children is to develop student independence through a teaching approach that encourages responsibility and active participation. By giving individual and group assignments, and involving students in projects and class discussions, teachers help students learn independently. 3). Collaboration of Parents and Teachers in Developing Independence of Elementary School Children is that parents and teachers play an important role in supporting the development of independence of elementary school children. Open communication and good cooperation between the two parties ensure that children receive consistent guidance, both at home and at school.

INFLUENCE OF TEACHER COLLABORATION ON THE LEARNERS ACADEMIC ACHIEVEMENT IN CHEMISTRY IN PUBLIC DAY ORDINARY LEVEL SECONDARY SCHOOLS IN RWANDA A CASE OF RUHANGO DISTRICT

Teachers are the key actors in guaranteeing effective teaching and learning processes. This study examined the influence of teacher collaboration on learners academic achievement in chemistry in public day ordinary secondary schools in Rwanda, Ruhango District. The specific objectives were: to determine the influence of peer coaching among teachers on learners academic achievement in chemistry, to determine the influence of team teaching on learners academic achievement in chemistry, and to determine the influence of professional dialogues among teachers on learners academic achievement in chemistry. The study will be important for the government, education policymakers, school managers, and development partners in education, among others. The study adopted a cross-sectional survey design and targeted 936 individuals including 57 headteachers, 57 deputy headteachers, and 822 teachers from selected schools in Ruhango district. A sample size of 281 respondents was selected using simple random sampling to choose teachers. Headteachers and deputy headteachers were selected using purposive sampling. Data was collected using questionnaires for teachers and interviews for headteachers and deputy headteachers. The collected data were edited, coded, and entered into IBM SPSS Version 26 for analysis. Descriptive statistical tools such as mean, frequency, and percentages were computed while inferential statistics involved correlation analysis. Pearson correlation coefficient and beta coefficients were calculated. The findings were presented in tables. The research findings proved that teacher collaboration affects learners achievement in chemistry. The research findings show teachers engage in team teaching (55.9%), peer coaching (54.4%), and professional dialogue (50.7%). Respondents notably confirmed that students performance in chemistry had improved in chemistry assessments due to collaborative teaching strategies (52.4). Findings confirm a strong positive correlation ranging from 0.77 to 0.846 between teacher collaboration and learners achievement in Chemistry. This suggests that as teachers collaborate more effectively through methods like team teaching, peer coaching, and professional dialogue, students academic performance in Chemistry improves significantly. Therefore, the researcher concludes that structured and frequent collaboration among teachers is a key factor in boosting student achievement in science subjects. Schools that prioritize teacher collaboration can expect better syllabus coverage, improved student engagement, and higher completion rates in Chemistry. In light of these findings, regular, targeted workshops, seminars, and peer coaching sessions should be organized to provide teachers with both the theoretical knowledge and practical skills necessary for effective collaboration. Such professional development activities would allow teachers to exchange best practices, develop new teaching strategies, and support each other in creating a more engaging learning environment for students. Further research could be done on the effect of teacher collaboration on learner Engagement, longitudinal study on the impact of teacher collaboration on learners Achievement in secondary schools, and the role of teacher collaboration in enhancing learners achievement across different subjects in secondary education.

‘Most of the time, I am the three-tiered support system’ – subject teachers’ views on tiered support and part-time special education in lower secondary schools

ABSTRACT This study examines subject teachers’ views on support for learning in mainstream lower secondary schools in Finland. Because Finnish legislation on support for learning changed in 2010, we wanted to explore subject teachers’ views on how support is being delivered in practice. Our data consist of 115 subject teachers’ answers to an electronic questionnaire and were examined using content analysis, complemented with frequencies. The results indicate a need for better resources and for structures that support teacher collaboration in lower secondary schools. Open communication and clearer definitions of subject teachers’ and special education teachers’ (SETs’) roles are also required. According to subject teachers, the most important aspect of SET work is part-time special education, meaning that SETs provide individual support for students. The support system needs to be defined in greater detail to work effectively. However, subject teachers’ attitudes seem inclusive.

Teacher Collaboration for Student-Centered Project-Based Curriculum Development in the Supplementary School: What Do Teachers Need?

ABSTRACT This study explores what teachers need to collaboratively create student-centered, project-based learning (PBL) curriculum for learners in a congregational school. Participatory action research methods including GLA/GLU (group-level assessment/group-level understanding) were used to inform the outcomes of this study. Analysis of the data suggests four areas of focus: time (structured time for planning, sharing, and reflection); content studies (curriculum study and core content topics); technology-building skills; and continued PBL methodology. The findings of this study suggest a growth mindset for teachers empowering them to create robust, authentic, relational curriculum with positive outcomes for both them and their learners.

Creative Leadership: An Implementing Study of Transformative Leadership Models in High School for Sustainable Development Goals

Purpose: The objectives of this study are to: 1). Identify the types of principal leadership applied in high schools, 2). The application of creative leadership of school principals in modern Islamic boarding schools in empowering teacher performance in schools, 3). Fostering the creative leadership of school principals in modern Islamic boarding schools. Theoretical Framework: This study will explore how high school leaders in Muhammadiyah apply creative and transformative leadership principles to face contemporary challenges in education, such as adapting to new technologies, improving the quality of teaching, and promoting sustainable development values among students and staff. Methods: This research uses an interpretative paradigm with a qualitative approach, case study type, and multicase design. Data were collected using observation, interviews, and documentation. Data validity using triangulation of sources, methods, and theories. Next, an interactive model analysis is carried out. Obyek penelitian dilakukan di SMAM SBM Piyungan Yogyakarta dan SMAM Pondok Pesantren Modern Imam Cabang Syuhodo Muhammadiyah Blimbing, Sukoharjo, Jawa Tengah. Results and Conclusion: The results of this study show (1) Types of creative leadership in these two schools include being innovative, engaging in the community, providing opportunities for students to develop, and focusing on social and humanitarian contributions. (2) The application of principals' creative leadership in empowering teacher performance in schools is carried out by encouraging innovation in learning, providing support and training, recognizing and rewarding superior performance, developing joint learning plans, providing emotional support, facilitating teacher collaboration, implementing an equitable evaluation system, and integrating educational technology. Research implications: The implications of creative values applied in cottages, especially in terms of raising cottages, are proactive, advanced, inclusive, do not impose and do not prohibit, and even provide education to the community so that according to the direction of Islamic boarding schools that uphold Islamic teachings, can be implemented and applied. Originality/value: the originality of this research lies in pesantren which includes Islamic educational institutions with creative leadership that is not stagnant, and always runs and develops dynamically.

A Review of Language Curriculum Development in Multilingual Classrooms

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.

A Review of Integrated Curriculum Models in Language Teaching

Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.

Examining the Influence of Online Social Networks and MOOCs on Collaborative Practices among TVET Teachers: The Mediating Role of Interpersonal Trust

This study examines the impact of online social networks (OSN) and Massive Open Online Courses (MOOCs) on collaborative practices among vocational training educators, focusing on the mediating role of interpersonal trust. Using a quantitative research design, Structural Equation Modeling (SEM) analyzed data from 343 Technical and Vocational Education and Training (TVET) teachers via a survey assessing MOOC usage, OSN, teacher collaboration, and interpersonal trust. Findings indicate a significant positive relationship between OSN and MOOCs, suggesting their potential to enhance collaborative learning environments. However, a negative direct effect of OSN on teacher collaboration reveals challenges that hinder effective engagement. Importantly, interpersonal trust is identified as a crucial mediator, highlighting the necessity of fostering trust among educators to improve collaboration and knowledge sharing. The research addresses a gap in understanding how MOOCs can enhance collaboration among TVET teachers and improve student outcomes, emphasizing the importance of integrating OSNs and MOOCs into vocational training frameworks while cultivating a culture of trust. Ultimately, the study suggests that leveraging OSNs and MOOCs, alongside interpersonal trust, can transform collaborative practices, benefiting both educators and students. Future research should explore the complexities of these relationships, especially barriers to collaboration and effective strategies for utilizing online networks in vocational training.

Rural teachers’ appropriation of national bilingual policies: voices from the Colombian periphery

ABSTRACT This qualitative case study explores how rural teachers in the Colombian periphery perceive and appropriate national bilingual policies. I drew theoretically on coloniality/decoloniality, bilingualism, and teacher agency and collected data through questionnaires and in-depth interviews from four self-contained rural elementary school teachers. Data were analysed through thematic analysis and thematic coding and yielded three research categories: (a) bilingual policies and teaching realities gap, (b) policies’ discourses and teacher identity interconnectedness, and (c) eclectic and collaborative teachers. The main findings suggest that teachers perceive bilingual education merely as English language teaching and that bilingual policies’ powerful discourses have influenced their identity negatively. Likewise, they acknowledge that the educational authorities’ expectations are distant from the rural realities, so theyrecur to various pedagogical strategies and collaborative work to teach English and address bilingual policies’ methodological shortcomings. However, these efforts suggest racialised/colonised perceptions and teaching practices that enforce global agendas and neglect local necessities. Hence, it is paramount that educational actors decolonise/deracialise bilingual policies by localising pedagogies and humanising bilingual education.

Determinant factors of learning quality in Indonesian junior high schools

Learning quality in schools is the core of efforts to improve the quality of national education. In this view, teachers play an important role as knowledge facilitators, helping students through the learning process and providing an environment that promotes growth and critical thinking. This study aimed to describe how the learning quality in junior high schools of South Papua Province, Indonesia, is predicted by teacher training quality, teacher self-efficacy, and teacher collaboration. We utilized a quantitative research approach with a survey research design to obtain research data from 184 teachers working in junior high schools in South Papua Province, Indonesia. The collected data were thoroughly analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS). The results of the data analysis indicate that the quality of learning in junior high schools of South Papua Province was significantly predicted by all the independent variables, both direct and indirect. These findings underscore the importance of fostering teacher training quality, teacher self-efficacy, and teacher collaboration to improve the quality of student learning.

Building personal and relational readiness for collaborative teacher mentoring through the intellectual virtues

Building personal and relational readiness for collaborative teacher mentoring through the intellectual virtues

Subject-specific pedagogy development training for Chemistry teachers in collaboration with ASEAN STEAM GROUP

Many secondary school teachers are interested in implementing STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning but still need assistance to plan their lessons through the development of SSP (Subject-Specific Pedagogy). STEAM is a learning approach aimed at helping students apply the primary content, practice it in everyday life, and have the skills required in the 21st century. Hence, the Chemistry Education Study Program Society Service Team of UNS, in collaboration with ASEAN STEAM researchers, aimed to improve the abilities of secondary school teachers in developing SSP for STEAM-based learning through this training. This training method was carried out hybrid. The activity began with a STEAM presentation and a workshop the next day. A pretest and post-test were given before and after training. A supervision of making SSP was carried out the following day for two weeks. The participants who worked on five SSP pretest and post-test questions showed a significant result increase in the average score of 0.6—based on a questionnaire filled out by 27 participants, 48.1% and 44.4%, respectively, stated that they had gained complete and very completely new knowledge and skills regarding the implementation of STEAM. As an evaluation, participants also provided suggestions for increasing training and mentoring time when training participants apply the training results at school.

Exploring Strategies to Enhance the Teaching Ability of Chinese Educators in Chinese+Medical Education: A Case Study of Dali University

Study explores the core areas that enhance the teaching ability of Chinese teachers in the Chinese+Medical learning program. The participants in the study were 150 students of Dali University and questionnaires were used to collect data from the participants. Structural Equation Modelling (SEM), Pearson correlation analysis, and ANOVA test were conducted to determine the relationship of these factors. The results of the Pearson correlation are the following findings: teaching experience (TE) has a small positive correlation with teaching ability (r = 0.40,p = 0.05) while professional development training (PDT) has a strong positive correlation with the teaching ability, (r = 0.52,p = 0.01) and the pedagogical strategies (PS) (r = 0.47, p = 0.03) have the strongest positive connections with teaching ability, teacher collaboration (TC) (r = 0.30,p = 0.10 ) and educational resources (ER) (r = 0.35,p = 0.07) exhibit weaker non-significant associations. The SEM analysis findings indicate that the highest path coefficients about teaching ability areTE (C = 0.30,p = 0.02), TC (C = 0.40,p = 0.01), PDT (C = 0.45,p = 0.01),PS (C = 0.35,p = 0.01), and ER(C = 0.25,p = 0.03). The findings of the ANOVA also indicate high variation in teaching competency regarding different PDT (p = 0.03), TE (p = 0.02), ER (p = 0.01), PS (p = 0.04), and TC (p = 0.02). The results altogether suggest that the most significantkey elements that can be employed to improve the teaching ability within Chinese+Medical Education are PDT and TC.

The Rural Youth Public Health Summit: A Pilot Pathway Program for Rural Adolescents.

There is a pressing need to increase the health care and public health workforce in rural communities across the United States. In Colorado, many of the rural communities are medically underserved, lacking resources and employment prospects to appropriately address the health needs of its communities. A potential strategy to address these medically underserved areas and the public health workforce shortage is to develop pathway programs for rural adolescents into health-related careers. The Rural Youth Public Health Summit (Summit) was a pilot pathway program for rural secondary school students hosted at a 4-year public university. The planning and formation of the Summit were done through the collaboration of school administration and teachers, university faculty and staff, educational non-profits, and health care and public health professionals. The Summit's goals were to increase awareness and interest in public health careers and to further partnerships between a university and rural secondary schools. Participants included 22 secondary school students and 10 chaperones from rural schools. Throughout the 2-day Summit, participants engaged in campus tours, a keynote speaker, workshops facilitated by faculty and public health professionals, and an overnight stay in the dorms. Despite some limitations, the Summit showed promising results as a pilot program in its ability to conduct planning, outreach, recruitment, and facilitation of a pathway program to connect rural adolescents to college education and career opportunities in public health.