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This paper describes a process in which early childhood professionals, who were novice researchers, engaged in their own research projects in collaboration with academics through a practitioner inquiry group. The aim of the project was to introduce the concepts and practices of practitioner enquiry, and learn about, plan and implement a self-initiated change project in consultation with academics. The paper details how a group of teachers succeeded in sustaining a community of practice that promoted teacher professionalism and change. Research has previously called for a shift in professional habitus and raised concerns about the value of teacher learning groups, the dispositions of teachers to call on academic research, and by implication, the desire to work actively with academics. Here we draw upon empirical data to raise the hope that the enablement and dissemination of collaborative change-focused research projects, while challenging, may provide viable avenues for successful teacher change. 相似文献
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Despite widespread acknowledgment of the power of professional collaboration, the norm in most schools is teachers working in isolation. Our study examined the impact of multiple layers of professional collaboration intentionally integrated into a one-year preservice teacher education program working in two elementary schools. Analysis of 23 teacher candidates' written reflections, focus group interviews, and classroom observations indicated that supported by collaboration with colleagues, they developed the skills and commitment to teach each student for understanding. Based on our research, we propose a shift in teacher education toward collaborative inquiry about teaching and learning within school/university partnerships. 相似文献
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Blaine E. Smith 《Literacy》2019,53(1):14-21
Although a large body of research emphasises the collaborative nature of adolescents' multimodal composing processes in and out of school, little is known about how or why collaborative partnerships might differ across composers or digital tools. Integrating sociocultural and social semiotics theoretical frameworks, this study examined how three pairs of culturally and linguistically diverse Grade 12 students collaboratively composed across three multimodal projects – a website, hypertext literary analysis and podcast – when responding to and analysing literature. Data sources included screen capture and video observations, student design interviews and written reflections. Qualitative data analysis revealed three different types of collaborative partnerships: (1) designer and assistant collaboration, (2) balanced division collaboration and (3) alternating lead collaboration. The division of labor between students was based on the convergence of mediating factors, with students negotiating multiple modes and tools, along with their partner's and their own technical skills, content knowledge and design preferences. These findings demonstrate how collaborative multimodal composing processes were multilayered and offered students flexibility for tailoring unique collaborative partnerships. Implications are discussed for understanding and supporting adolescents' collaborative multimodal composing processes in the classroom. 相似文献
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The authors believe that by working together, teachers and school counselors can better support students and more effectively work for their success. In this article, we present our efforts in creating a collaborative class for preservice English teachers and school counselor interns. While offering an overview of English teachers and school counselors in their daily interactions with adolescents, we focus on the university preparation of both groups, specifically the preparation at our university, a large research institution in the Midwestern United States. We provide a look at the collaborative class created for the preservice English teachers and school counselor interns, offering examples of their interaction and feedback from the students. Lastly, we close with a consideration of the meaning of such collaboration at the university level for both English teachers and school counselors. 相似文献
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John Wallace William Louden 《International journal of qualitative studies in education》2013,26(4):323-334
Studies of teachers working together have exposed the capricious nature of collaborative activity: sometimes it seems to work well; at other times collaboration actually works against improvement. Success in collaborative relationships is best understood through an appreciation of how teachers form and use knowledge. The teachers’ knowledge perspective is used in this paper to interpret qualitative data from two successful collaborative relationships in schools. Evidence supports the contention that personal qualities, underscored by mutual trust and respect for knowledge, form the basis for successful relationships in teaching, operating in different ways, for different purposes, for different people. Providing that teachers are approached with respect, collaboration holds promise as a slow (but powerful) path towards educational change. 相似文献
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The rhetoric of partnership is ubiquitous in the current policy context. In education, partnerships take a number of forms among which is ‘interorganisational collaboration’ (IOC), defined as a partnership between institutions/organisations aimed at developing synergistic solutions to complex problems. But policy has a tendency to veneer, obscuring its enactment. The purpose of this paper is therefore to examine what such partnerships look like on the ground. Here we present an empirical analysis which aims to produce knowledge about the working of such collaborative groups and to provide insights into leadership within such partnerships. Drawing on communicative constitution of organisations operationalised within a schema for understanding the emergence of collective identity in IOC, we undertake an analysis of meetings held by a working group comprising academics and local authority staff set up to develop masters-level work-based professional learning for teachers. We ask, how do professionals working within different contexts create a collective identity that supports decision-making, and what are the implications for leadership? 相似文献
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Anthony Adams 《Technology, Pedagogy and Education》2013,22(2):179-188
Abstract This article considers how teachers working across three countries can create a collaborative writing environment in their classrooms. It reports on the first phase of a research programme conducted by university lecturers in the United Kingdom, Australia and Canada, investigating ways of developing teachers' expertise in the linking of information technology (IT) and pedagogy. It examines writing practices in the secondary classroom, in particular focusing on collaborative writing, and explores how this can be extended and developed through the use of IT. The research operates at three levels of collaboration: first, between the researchers involved; secondly, between teachers sharing their pedagogical expertise; and thirdly, between school students engaging in writing across the limits usually imposed by time and space. A fundamental hypothesis is that experienced and capable teachers of writing in different countries can extend their pedagogical skills through working together. Such collaboration between both teachers and school students has only recently become a possibility as a result of wider access to the Internet and the World Wide Web, on which it is eventually intended to publish results of the research, including examples of student work. 相似文献
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Monica E. Nilsson 《Journal of Educational Change》2008,9(4):349-356
This paper discusses school development as collaboration between local schools and universities based on complementary needs.
I examine a 10 year case study of a long-term relationship between an elementary school and a university in a town in Sweden.
The relationship is jointly constructed and mediated by local, national, and international projects. Such jointly constructed
and shared projects represent innovations of both the school’s and the university’s pedagogical practices. The significant
actors in the collaborative relationship have been teachers, undergraduate and graduate students, school pupils, and researchers.
The collaboration, which still exists, started in 1996 and has experienced stages of varying intensity and scope conceived
metaphorically as a thin string. Analysis of the case and collaborative process suggests an answer to the question: Why does
this collaboration exist and what makes it sustainable? This case suggests that the collaborative projects provide solutions
to problems intrinsic to the respective educational institutions. 相似文献
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Brenda Leibowitz Vivienne Bozalek Jean Farmer James Garraway Nicoline Herman Jeff Jawitz Wendy McMillan Gita Mistri Clever Ndebele Vuyisile Nkonki Lynn Quinn Susan van Schalkwyk Jo-Anne Vorster Chris Winberg 《Higher Education》2017,74(1):65-80
This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary. 相似文献
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Shirley Grundy Judith Robison Dianne Tomazos 《Asia-Pacific Journal of Teacher Education》2001,29(3):203-217
During the Australian National Professional Development Program (NPDP), 1994-1996, a large action-research project, Innovative Links between Universities and Schools for Teacher Professional Development, was undertaken. The project involved a consortium of 14 Australian universities working with over 100 schools (government and non-government) across all States and the Northern Territory. It was structured around the concept of Roundtables, whereby teachers engaged in school-based projects in conjunction with an academic associate from the partner university. The role of 'academic associate' demanded a rethinking of the role of university teacher educators in relation to teacher professional development. Six 'academic associates' and two teachers from the Murdoch University Roundtable formed a collaborative research group to investigate issues arising from their work with the project. The research was a self-reflective study of the work of the participants by those participants themselves. This paper relates the insights regarding collaborative work between academics and schoolteachers that emerged from the study. 相似文献
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This study focuses on the understudied connection between teachers’ and students’ perceptions of school culture. Utilizing a longitudinal sample of approximately 130,000 students and 9000 teachers in 225 New York City traditional public schools, we investigate how professional culture among teachers intersects with students’ collective emotional engagement—that is, the extent students together view the school environment as trusting and respectful, both between teachers and students and among students (i.e., student learning culture). We find that when the teachers report a strong collaborative culture, believe they have adequate materials, and feel physically safe, students report a stronger and more positive learning culture. Our results thus fill a gap in prior research on school change that has looked at either teacher or student perceptions of school culture but not the two together. Here, because our results demonstrate such a positive relationship between the collective views of teachers and the collective views of students regarding the environment in which these groups work, they suggest new avenues for research to examine how such subcultures within a school may, together, act as critical and interdependent levers for school change. 相似文献
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The paper experiments with, and reflects on, the limited possibilities for collaboration and communication across disparate groups within the university setting. The authors respond to the strong imperative to bring management, academics and support staff together, and so move beyond the entrenched positions and interests that those groups often display. They highlight the implications that this may have for collaborative academic publication. The text of the paper works as a research exercise in which each author's contribution constitutes data as well as providing reflections upon their own distinct identity and its consequences for communication in universities. The authors argue that attempts to enact ‘better communication’ is in many senses a failed project, but that it is this very fact which makes the experiment instructive. They conclude that calls to collaboration must acknowledge the fact that such relationships will always be relations of power, and are therefore not easily negotiated or understood. 相似文献
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《Ethnography and Education》2013,8(1):53-66
Collaboration has been considered one of the key features of a successful school. However, the literature does not provide many examples of schools becoming more collaborative. This study focuses on the construction of a collaborative community among elementary school teachers in a large, public, urban school over several years. The researchers followed a group of students and teachers as they learned together through looping in kindergarten and first grade. The data suggest that collaboration requires time and conversations and that there are a number of challenges that must be overcome. The data also suggest that specific school structures result in opportunities for collaboration and that uncertainty plays a role in creating a collaborative learning community. 相似文献
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Coteaching is an effective structure for the pre-service practicum as it immerses student teachers in the culture of the school
and helps them to learn by working closely at the elbows of their mentor teacher. The collaborative nature of the model fosters
beliefs and practices based on shared perspectives and coresponsibility for the quality of the learning environment. Cogenerative
dialogues with students insure the inclusion of their voice in the collaboration and foster increased emotional energy and
classroom solidarity. The work by Wassell and LaVan (2009) fills an important void in our research on coteaching as it seeks to understand which practices and beliefs survive the
transition to professional service. While both teachers included cogenerative dialogues in their interactions with students,
we suggest that the reflective practices of a single teacher are qualitatively different from reflections based on the dynamic
interactions of multiple adults’ coteaching together. We explore strategies that will help administrators and school staff
find the human and material resources needed to staff the multiple teacher classroom. Our comments on this paper are informed
by our experiences as the academic coordinator and mentor teacher of the learning community in which Jen and Ian completed
their pre service practicum and are meant help disseminate this model to as many educational environments as possible.
相似文献
| Cristobal CaramboEmail: |
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We discuss in the article the following issues: the strong relationship between collaboration and diversity; the need for understanding collaboration as a process of mutual acknowledgement and as a process of building in a democratic way; the strong influence for each participant of the concept of education over the process of building collaboration; the strong dependence of the process of collaboration on the institutional context, the school culture, and the requirements of the political and economical exponsors. This flexibility is a requirement for preserving the purpose of building a collaborative relationship in order to help improve the quality of practice through human development and institutional change. The basis for these reflections is the discussions we, as a group of researchers, had during the development of two action research-like projects in Malaga (Spain). An exploration of action research methodology in each of these two very different professional settings demonstrates how strongly action research methodology is determined by the culture of the participants and their institutions. As a consequence we conclude that every researcher has to take a flexible and changing role in order to meet the situational demands for building a collaborative relationship. 相似文献
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Ana Maria Forte 《欧洲师范教育杂志》2014,37(1):91-105
This article reports on findings from research aimed at investigating teacher collaboration and professional development in the workplace. It draws upon a broader study carried out in a school in Northern Portugal. Data were collected through questionnaires, semi-structured interviews and written reflective accounts. In total, 80 teachers participated in phase 1, 11 key informants participated in phase 2 and 10 teachers participated in an intervention/training project (phase 3). Findings suggest that problems and limitations in relation to collaborative work are situated at the organisational level, such as time and working conditions. Lack of training in collaboration, and issues such as motivation and personal difficulties, also emerged from the data. Teachers tend to stress the importance of interpersonal relationships at school, but they also identified formal meetings when they described the contexts and opportunities to work collaboratively in the workplace, namely department meetings and projects driven by central government or school administration initiatives. Implications for teacher collaboration and professional development are discussed. 相似文献
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When beginning to teach a secondary education course focusing on interdisciplinary curriculum together, four women teacher educators determined changes we hoped to make for the following semester. For example, we took up the notions of difference, arts integration, and collaboration all under the umbrella of interdisciplinary curriculum. We were in search of a model of interdisciplinarity that could incorporate our understanding of education and our teaching interests. We designed this model in order to guide our students into identifying themselves as educators rather than purely content-area specialists.Similarly, we saw this course as an opportunity to encourage collaborative practices. We could model team-teaching as our students planned interdisciplinary units together. Likewise, we could demonstrate to our students that transcending their own disciplines allows for more powerful teaching and learning. We saw redefining interdisciplinary curriculum as a route to encourage preservice teachers to teach for social justice and to show teaching's potential as a collaborative profession.This article narrates how we experienced the changes of crossing disciplines, co-teaching sections of the course, exploring arts integration, and providing practical experiences in four different voices. We use our varied voices as we hope the reader may then come to better understand our individual experiences as well as our collaborative journey. While we encountered several roadblocks on our travels, we also found that we offered opportunities for creating new knowledge among ourselves and our students. 相似文献
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Siebrich de Vries Wim J.C.M. van de Grift Ellen P.W.A. Jansen 《Teachers and Teaching》2013,19(3):338-357
Teachers’ continuing professional development (CPD) can improve teacher quality and teaching practice, yet teachers differ greatly in the extent to which they engage in CPD. In extensive research into which factors affect teachers’ participation in CPD, the effects of teachers’ beliefs have received limited attention, despite their strong influences on people’s working and learning. Teachers’ beliefs about learning and teaching in particular influence their teaching practices. Does a comparable relationship exist between these beliefs and teachers’ own learning or participation in CPD? To explore this relationship, 260 Dutch secondary school teachers completed a survey that focused on the teachers’ student-oriented and subject matter-oriented beliefs, as well as on teachers’ updating, reflective and collaborative activities. Because teachers’ characteristics reflect both belief dimensions, this study relied on cluster analysis, which revealed three distinct belief profiles. These results indicated that teachers’ beliefs about learning and teaching relate to their participation in CPD: the more a teacher’s profile is student oriented and subject matter oriented, the higher his or her participation in CPD. The results have implications for enhancing teachers’ reflections on their beliefs about learning and teaching, in conjunction with participation in CPD. 相似文献