Teachers’ Perceived Requirements for Collaborating with the Surrounding World

Abstract

This study identifies teachers’ perceptions of requirements for including collaborations with the surrounding world in their teaching practice, with the aim of providing authentic and entrepreneurial learning environments for students. School management, time and teachers’ personal character traits and disposition were the most frequently stated areas of concern, followed by colleagues, surrounding world, economy and professional development. Concerns not previously identified include economy, localities, local curriculum, teachers’ unions as well as time to reflect and adjust to a different teaching approach. The results are worth considering for school and teacher development aimed at increasing school collaboration with the surrounding world.

Co-designing cross-setting activities in a large-scale STEM partnership program – Teachers’ and students’ experiences

“…In contrast to other studies (e.g. Sagar et al, 2012), teachers participating in Lektor2 did not experience the challenge of establishing contact with STEM professionals. This can be partly ascribed to how Lektor2 is organised -coordinators facilitated contact and meetings between teachers and STEM professionals (Figure 2), in line with design principles for collaboration about cross-setting STEM experiences (Penuel et al, 2014;Tal et al, 2014).…”

“…Despite the richness in possible outcomes from STEM partnerships, teachers and STEM professionals may experience various challenges in their collaboration. Establishing contact with partners outside school, and lack of support, in terms of dedicated time and financing, from the school are identified as external obstacles (Ng & Ferguson, 2019;Penuel, Lee, & Bevan, 2014;Sagar, Pendrill, & Wallin, 2012;Wormstead, Becker, & Congalton, 2002). Internal obstacles include cultural differences between teachers, students, and STEM professionals, as they differ in terms of knowledge, tools, resources, practices, and attitudes (Falloon & Trewern, 2013;Kisiel, 2014;Penuel et al, 2014).…”

“…Internal obstacles include cultural differences between teachers, students, and STEM professionals, as they differ in terms of knowledge, tools, resources, practices, and attitudes (Falloon & Trewern, 2013;Kisiel, 2014;Penuel et al, 2014). For instance, teachers experience that STEM professionals lack interest in students and have a higher working tempo that does not allow collaboration (Sagar et al, 2012). Such obstacles can impede communication, and consequently, how the partnership is designed and implemented (Falloon, 2013;Moreno, 2005).…”

Authentic and entrepreneurial teaching practice in science and technology – variation and diversity in outcomes from professional development courses for teachers

“…Day & Sachs, 2004). There are, however, strong arguments for evaluating the impact on the teacher, an impact which does not necessarily have an immediate student impact, either due to the student group or to the fact that the teacher needs time to adjust to a new way of thinking around his/her teaching practice (van Driel, 2011;Sagar, Pendrill & Wallin, 2012).…”

“…The authentic context: The subject matter and skills, relating to the students, are framed in an authentic context resembling real-life situations, which may emerge from Collaborations between the School and the Surrounding world, CSS, (Sagar, Pendrill & Wallin, 2012).…”