Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools

Akinyemi, Adeola Folasade; Rembe, Symphorosa; Shumba, Jenny; Adewumi, Toyin Mary

doi:10.1080/2331186x.2019.1685446

Cited by 11 publications

(14 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The research instrument design based on the theory of strategic collaboration and each dimension analyzed as i) School collaborative networks: It means that the school as an open system propose to make partnership with another school and building partnership with community and all stakeholders to achieve the school development [21], [22]. School collaborative networks involve school collaboration in learning and teaching, group of studying, shared school problems, school leaders' collaboration, and school team-works; ii) School strategic leadership: The strategic leadership in school is the capability of school leaders to develop the directions of school through strategic collaboration in managing school and school administrative process and it is important to make the school reform for better school performance and developing school administrative personnel [23], [24].…”

Section: Research Instrumentsmentioning

confidence: 99%

Developing the strategic collaboration model in basic education

Tahili

Tolla

Ahmad

et al. 2022

IJERE

View full text Add to dashboard Cite

<span lang="EN-US">The strategic collaboration approach has recognized widely can overcome the complexities and challenges of teaching and learning programs and achieve sustainable education quality improvement. This study analyzed the development of a strategic collaboration approach in education at local government in Indonesia. The mixed-method analyzed the correlation of the strategic collaboration approach in education. Data gained through the questionnaire for quantitative data and in-depth interview with the key informants for qualitative data. The school collaboration networks, school strategic leadership, teacher strategic alliances capacity, school culture innovation, and school committee collaboration. Besides, the education service innovation as the core objective of the element education strategic collaboration has determined by two factors consist of school collaborative strategic planning and strategic collaboration development in education. Research samples were teachers, school leaders, and school supervisors and also the personnel of the education agency of Banggai Regency, Central Sulawesi, Indonesia. The research samples selected by using a stratified random sampling technique. There were 521 selected respondents and 15 key informants. The questionnaires for quantitative model are scaled on a 6 point-Likert scale ranged from strongly agree to strongly disagree. The strategic collaboration development model viewed as a better approach to achieve education quality improvement, creating a service innovation, and quality control in education.</span>

show abstract

Section: Research Instrumentsmentioning

confidence: 99%

Developing the strategic collaboration model in basic education

Tahili

Tolla

Ahmad

et al. 2022

IJERE

View full text Add to dashboard Cite

show abstract

“…For instance, Rismark and Solvberg (2011) argue that knowledge sharing as a key to professional learning should be organisationally supported. In addition, Akinyemi et al (2019) report that teachers should collaborate and mutually engage in learning activities in communities of practice in high schools to enhance their professional development.…”

Section: Working Relationships Between Institutionsmentioning

confidence: 99%

Cross-fertilization in Teaching and Learning between Institutions after COVID-19 Shutdown: A Collaborative Effort

Dhlamini

Molaodi

2021

RESSAT

View full text Add to dashboard Cite

Research reported in this article investigated the effectiveness of collaborative effort between schools to bridge the existing gaps that erupted during the outbreak of COVID-19. There are gaps in teaching and learning within the previously privileged institutions and the marginalised institutions in South Africa. Such gaps might have a negative impact on how teaching and learning are conducted. The purpose of this article was to investigate the creative and constructive ways of managing the anxiety related to socio-economic impacts in schools, amongst which were the introduction of online teaching and learning technologies, new methodologies and contents. This article is underpinned by the concepts of the establishment of advantageous strategies for collaboration, knowledge sharing and knowledge transfer. Qualitative document analysis has been adopted as a methodology to collect information for this study. The outbreak of COVID-19 has evoked inequalities amongst the communities. However, the re-opening of schools exacerbated multiple challenges. While teaching and learning is the centre of the education project in South Africa, which the country has to adapt to, most institutions were faced with a number of challenges. This study’s major finding revealed that collaboration is synergistic and can bring out the best contribution that might currently perceive partnership within the school system. This article recommends ways of bridging the gap between schools through developing partnerships between institutions through cross-fertilisation.

show abstract

“…Namely, it encourages the coconstruction of knowledge (Richardson & Díaz Maggioli, 2018). Through the sharing of knowledge, experiences, and mutual support, teachers advance approaches together and solve problems (Sokel, 2019;Akinyemi, Rembe, Shumba and Adewumi, 2019). Thirteen teachers expressed gratitude for a culture of collaborative learning, guidance, and feedback where sharing knowledge was a central component.…”

Section: Community Of Practicementioning

confidence: 99%

“…In other words, great attention should be given to establishing 'trust and a safe learning environment' (Berkvens et al, 2012, p.249). Frequent interaction and collaboration among peers contributed towards establishing positive relationships, which, in turn, built trust, which allowed the vulnerability to disclose one's problems in the classroom and both give and receive help (Akinyemi et al, 2019). Hence, in concurrence with King and Newman (2001), this community of practice fostered learning because there were peer collaboration opportunities and teachers had to access the expertise of instructor-mentors.…”

Section: Community Of Practicementioning

confidence: 99%

Exploring teachers' perceptions of professional development: The case of Kosova

Mustafa

Paçariz

2021

JLLS

View full text Add to dashboard Cite

Research into teacher professional development (PD) highlights the importance of scrutinizing features that make PD effective. While PD effectiveness is investigated in high-income countries, exploring the landscape of PD in low-income countries undergoing paradigm shifts in education is substantial as it may engender new perspectives or confirm existing stances on PD effectiveness. This qualitative study explored the perceptions of sixteen EFL teachers from Kosovo who attended a 100-hour professional development program. Interviews, reflection accounts, feedback forms and an external report were used to explore teacher views on, firstly, the effectiveness of the PD in developing professional knowledge and skills and, secondly, the relevancy of the PD to their capacity building. Data revealed that teachers found the PD relevant due to the new knowledge and skills they acquired which led to a change of classroom practice and beliefs. Teachers disclosed that the most relevant aspects of the PD program were the content, scaffolded learning, collaboration opportunities and high-quality trainers.

show abstract

Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools

Cited by 11 publications

References 25 publications

Developing the strategic collaboration model in basic education

Developing the strategic collaboration model in basic education

Cross-fertilization in Teaching and Learning between Institutions after COVID-19 Shutdown: A Collaborative Effort

Exploring teachers' perceptions of professional development: The case of Kosova

Contact Info

Product

Resources

About