Promoting professionalism through preservice teachers’ collaboration

García‐Martínez, Inmaculada; Ubago-Jiménez, José Luis; Batanero, José María Fernández; Cuberos, Ramón Chacón

doi:10.1080/02619768.2020.1860009

Cited by 5 publications

(1 citation statement)

References 52 publications

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“…Similarly, Trillo Alonso et al ( 2017) and Hoque et al (2011) addressed teacher cooperation as a catalyst of professional development whose influence extends to teacher learning structures, processes, and strategies. In the field of life-long teacher education, social changes and claims fuel the translation of theory into practice and foster professional relationships based on trust and respect (García-Martínez, Ubago-Jiménez, et al, 2020). Challenges to best collaborative practice include school organization, availability of spaces for collaborative work, lack of a collaborative culture and resources, and, above all, time.…”

Section: Discussionmentioning

confidence: 99%

Mapping teacher collaboration for school success

García‐Martínez

Rueda

Molina-Fernández

et al. 2021

School Effectiveness and School Improvement

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Collaborative support between teachers is crucial to school success. Communication, openness, and participation are key for creating a climate of trust. Professional relationships based on trust contribute to the development of a common vision for the school. However, building a collaborative atmosphere is challenging. A systematic review was performed to identify strategies for promoting staff collaboration with a view towards school improvement. Based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines for systematic reviews, we selected 18 articles focused on different approaches to building collaborative environments in schools. The main finding was that the most widely used collaborative modalities were related to instructional processes and improving student academic performance. Factors that hinder the establishment of a collaborative school culture were related to teacher reluctance to sharing and exchange of practices, lack of engagement, and teacher training. Educational leaders were also seen to play a key role in the development of cooperative environments and effective leadership delegation.

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Section: Discussionmentioning

confidence: 99%