Teacher learning on problem-solving teams

Gregory, Anne

doi:10.1016/j.tate.2009.09.007

Cited by 18 publications

(8 citation statements)

References 24 publications

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“…Teacher learning in collaboration can be induced by giving teachers the opportunity to observe each others' practice and to discuss their educational practice, evaluate it, and reflect upon it with colleagues (Plauborg, 2009), exactly those things that were often reported to be missing. Learning in the case of teacher collaboration often appeared to be focused on individual learning and literature on the topic often focused on individual teacher learning (Dickinson, 2009;Gregory, 2010;Levine & Marcus, 2010;Meirink, 2007;Meirink, Imants, Meijer, & Verloop, 2010).…”

Section: Focus and Depth Of Teacher Collaborationmentioning

confidence: 99%

Teacher collaboration: A systematic review

Vangrieken

Dochy

Raes

et al. 2015

Educational Research Review

634

464

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A B S T R A C T This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.

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Section: Focus and Depth Of Teacher Collaborationmentioning

confidence: 99%

Teacher collaboration: A systematic review

Vangrieken

Dochy

Raes

et al. 2015

Educational Research Review

634

464

View full text Add to dashboard Cite

show abstract

“…Finally, the individual group members can have different expectations of the TDT, which can affect the perceived outcomes (Gregory, 2010). It is important to have a clear focus or goal (Hord, 2004;Little, 2002).…”

Section: Team Characteristicsmentioning

confidence: 99%

Understanding teacher design teams – A mixed methods approach to developing a descriptive framework

Binkhorst

Handelzalts

Poortman

et al. 2015

Teaching and Teacher Education

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“…The teachers in this study had a fairly good understanding of the importance of instilling historical values and national attitudes in students. They realize that learning history is not only about factual knowledge, but also about shaping students' character and instilling values that are important for their lives in the future (Gregory, 2010). Therefore, they use various methods to in still these values in students, such as providing role models, telling local wisdom, and providing motivation.…”

Section: Resultsmentioning

confidence: 99%

Conquering the Future with the Heritage of the Past: Strategies for Instilling History and National Attitudes in High Schools

Dwi Septiani

2022

Tekno-Pedagogi. Jur. Tek. Pend

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This study was aimed to describe the cultivation of historical values and nationality attitudes of teaching history in Jambi City High School. The aspects examined include historical overview of the implementation of learning in high school, teacher understanding of values and nationality attitudes, cultivation effort of historical values and nationality attitudes of teaching history, and high school students' understanding about the historical values and nationality attitudes and the teachers efforts on the cultivation of the historical values and nationality attitudes. This study uses qualitative research methods with a phenomenological approach and designed using multisite design, consisting of three high schools in the city of Jambi. There are two data analysis used in this study are: analysis of the site and cross-site analysis. The results showed that implement history learning based on curriculum, but the implementation is still experiencing a variety of weaknesses, for example in the use of learning strategies that include tricks, instructional methods and media that are still in the number of students who are lazy in learning. Therefore the purpose of teaching history is expected the historical values and nationality attitudes has not been achieved yet. Teachers actually have an understanding of the historical values and nationality attitudes and has sought to instill the historical values and nationality attitudes with the values slipped through the explanation that he conveyed through storytelling, giving an example based on the reality of students, exemplary for students with provide advice and motivation.

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Teacher learning on problem-solving teams

Cited by 18 publications

References 24 publications

Teacher collaboration: A systematic review

Teacher collaboration: A systematic review

Understanding teacher design teams – A mixed methods approach to developing a descriptive framework

Conquering the Future with the Heritage of the Past: Strategies for Instilling History and National Attitudes in High Schools

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