Search results for: Teacher collaboration
Page 8/12 118 items
This article describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study: career stages, plateauing, and resiliency. It was found that Building leadership, student affirmation, and external support keep teachers enthusiastic.
Updated: Mar. 01, 2012
The Relationship between Departments as Professional Communities and Student Achievement in Secondary Schools
This study explores the relationship of mathematics departments perceived as professional communities and student achievement in Dutch secondary schools. The findings reveal that those departments that focus on reflective dialogue, collaborative activity, shared vision and student achievement are associated with successful schools and higher student achievement.
Updated: Feb. 16, 2012
Convergent Adaptation in Small Groups: Understanding Professional Development Activities Through a Complex Systems Lens
This article reports on an exploratory study that identifies indicators of convergent vs. non-convergent adaptation in two cases of teachers working together on a technology-based curriculum construction activity. The article explores the relationship between group characteristics and adaptation processes. The authors have used the core complex systems concept of adaptation as a lens for understanding how and why some teachers are better able to adapt to the educational program requirements.
Updated: Feb. 13, 2012
Examining the Long‐term Impact of Collaborative Action Research on Teacher Identity and Practice: The Perceptions of K–12 Teachers
This qualitative, phenomenological study focused on understanding the lived experiences of 10 teachers before, during, and after engaging in action research. Outcomes revealed that several aspects of teacher identity and classroom practice were changed.
Updated: Feb. 08, 2012
Collaborative Action Research Approaches Promoting Professional Development for Elementary School Teachers
This study involved eight action research teacher teams. Analysis of the teams as they conducted action research resulted in the identification of three collaborative action research approaches promoting professional development. The findings showed that collaborative engagement of teachers in these approaches was influenced by three factors: time to engage and collaborate, workload, and group dynamics.
Updated: Feb. 08, 2012
Collaborative Continuing Professional Development (CPD) for Teachers in Scotland: Aspirations, Opportunities and Barriers
This article investigates stakeholders’ views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers from a Scottish perspective. This article draws on two empirical projects which each investigates the perceptions of Scottish teachers regarding CPD. The research discussed in this article suggests that a greater balance of forms and purpose of CPD is desirable. However, the policy context within which Scottish teachers currently work focuses on an individualized, standards-based framework.
Updated: Dec. 29, 2011
The purpose of this study was to identify how Collaborative Teaching Institute and other joint professional development programs for English as a Second Language and content area teachers could better support sustained teacher collaboration. The study yielded information on the key actors, opportunities, tensions and conflicts in the collaboration between the two sets of teachers.
Updated: Dec. 15, 2011
Professional Development across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities
The goal of this study was to investigate teachers’ uptake of different learning opportunities from the beginning to the end of the teaching career. The authors focused on in-service training as an example of formal learning opportunities and on teacher collaboration and the use of professional literature as two examples of informal learning opportunities. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career.
Updated: Nov. 04, 2011
How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources
The purposes of this study were twofold: (1) to explicate differences in the curricular, instructional, and role expectations experienced by beginning special and general education elementary teachers, and (2) to document variations in how novices from both groups addressed expectations they encountered. The study found considerable differences in the curricular expectations placed on novice special education and general education teachers, the students they were assigned, and the classrooms and physical settings in which they were expected to work.
Updated: Oct. 27, 2011
This article describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers’ development of technological pedagogical content knowledge. The qualitative data sources include teachers’ written lesson plans, university faculty members’ reviews of lessons, transcripts and videos of implemented lessons, and recordings and transcripts of debriefing sessions about implemented lessons.
Updated: Aug. 23, 2011