Why teachers cooperate: an expectancy-value model of teacher cooperation

Motivational Aspects of Teacher Collaboration

“…Teachers with a strong sense of efficacy who believe in their capabilities to achieve goals are more likely to engage in structured collaboration and improvement strategies (Runhaar et al, 2010;Thoonen et al, 2011). Based on an expectancyvalue model of teacher motivation, Drossel et al (2018) show that subjective values explain teachers' motivation to collaborate. The personal relevance of collaboration for teachers and their subjective values also relate to teachers' perceptions of their principals as well as their personal tendency to collaborate.…”

“…Different reasons for teacher collaboration can be found in the literature (e.g., Drossel et al, 2018). This subsection discusses answers found within the scientific literature to the first research question of what motivates teachers to collaborate.…”

“…Most of the articles however, use a combination of different approaches or do not specify their motivation concept. Seven of the 25 articles analyzed for this review adapted social cognitive theory and two adapted an expectancy-value-model (Thoonen et al, 2011;Drossel et al, 2018). The remaining studies either did not specify their theoretical conceptualizations of motivation (see e.g., Egodawatte et al, 2011) or used socio-culturally oriented theories instead of motivation theories [e.g., work group effectiveness model (Conley et al, 2004;Honingh and Hooge, 2014)].…”

“…Another aspect important for educational practice applies to teachers' conception of autonomy. Previous research has demonstrated the fundamental effect that teachers' subjective perception of the relevance of collaboration has on their engagement in collaboration (e.g., Drossel et al, 2018). This implies the need to increase the relevance of cooperative aspects in teacher education and training with the aim of supporting the individual internalization of the importance of collaboration and a collaborative understanding of teacher autonomy.…”

Auf das Praktikumsteam kommt es an? Einstellungen zur Kooperation von Studierenden in Teampraktika

“…Zuteilung des/der Praktikumspartner*in für die weitere Professionalisierung der angehenden Lehrpersonen von Bedeutung ist. Entwickeln Lehramtsstudierende eine negative Einstellung zu Kooperation, so kann dies zur Folge haben, dass sie in der späteren Berufsausübung weniger kooperieren und insbesondere auf der Unterrichtsebene weniger Zusammenarbeit stattfindet (Drossel, Eickelmann, van Ophuysen & Bos, 2019;Keller-Schneider & Albisser, 2013). Daher ist aus unserer Sicht bereits im Lehramtsstudium darauf zu achten, dass sich positive Einstellungen zur Teamarbeit entwickeln können.…”