Collaboration as a Form of Professional Development: Improving Learning for Faculty and Students

Devlin-Scherer, Roberta; Sardone, Nancy

doi:10.1080/87567555.2012.714815

Cited by 15 publications

(4 citation statements)

References 22 publications

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“…Having a forum for teachers to disseminate their findings improved buy-in from future volunteer teachers and encouraged teachers in subsequent attempts. Building trust as a component of collaboration is important (Devlin-Scherer and Sardone 2013;Herbert and Rainford 2014).…”

Section: Discussionmentioning

confidence: 99%

Improving learning environments through whole-school collaborative action research

Aldridge

Rijken²,

Fraser

2020

Learning Environ Res

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The focus of professional learning on activities has changed to internal growth or change among teachers. Our three-year whole-school collaborative action research was based on student feedback from a learning environment survey at a secondary school. Quantitative data were obtained by administering a survey in 2012, 2013 and 2014 to 2673 students in 171 classes to assess perceptions of the learning environment. Qualitative information, involving classroom observations and interviews with the principal and professional development coordinator, illuminated how the school incorporated this collaborative action research approach. Statistically-significant differences for numerous aspects of the learning environment were found between the 2012, 2013 and 2014 student groups.

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Section: Discussionmentioning

confidence: 99%

Improving learning environments through whole-school collaborative action research

Aldridge

Rijken²,

Fraser

2020

Learning Environ Res

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“…Considering teacher professionalization, Wasley (1989) regarded it as a form of collective leadership that develops through the process of influencing colleagues and generating expertise through collaboration. Teacher collaboration supports student learning in a variety of contexts (Devlin-Scherer & Sardone, 2013). Based on the view of spatial expansion, TL also refers to teachers' capacities to demonstrate leadership skills in their own teaching and in their students' learning, both inside and outside of the classroom (Harris & Muijs, 2004).…”

Section: Tl In K-12mentioning

confidence: 99%

Exploring Teacher Leadership and the Factors Contributing to It: An Empirical Study on Chinese Private Higher Education Institutions

Zhang

Tian

et al. 2021

SAGE Open

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China has witnessed a considerable expansion of private higher education institutions (HEIs) over the last two decades, and research has shown that teacher leadership (TL) is an essential aspect of providing quality higher education. This study proposed a model to explain TL and the factors that contribute to it in private HEIs. A sample of 4,152 participants responded to an 11-item questionnaire using a 5-point scale designed to measure three variables: TL, teacher self-efficacy (TSE), and teacher competence (TC). The results showed that the three variables were valid in explaining TL and the factors that contribute to it. Hypothesis tests revealed that both hypotheses were supported. Finally, the results revealed that TSE and TC are both significantly associated with TL. The practical and theoretical implications of these findings and the scope for future research are discussed.

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“…Many times teaching staff managed courses alone. The advantages of co-teaching are several including increasing communication between teachers and students and improving retention and achievement [9]. During the workshops, co-teaching provided opportunity for the participants to have firsthand experience on 'how co-teaching is done'.…”

Section: Use Of Team Teachingmentioning

confidence: 99%

Addressing Pedagogical Training Needs of Teaching Staff: Lessons from Makerere University Short Professional Development Programs 2006 - 2010

Ezati¹,

Opolot-Okurut²,

Ssentamu³

2014

EDUCATION

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In Uganda, university teachers are recruited on the strength of their class of degree rather than pedagogical content knowledge and skill. Given the frequent changes in technology with resultant paradigm shifts from teacher to learner-centered education and competence-based approaches, increasing demand of accountability from society, and demand for quality, among others, university teaching can no longer be left to subject expertise alone. Effective teaching and quality graduates requires university teachers to possess a combination of content and pedagogical knowledge. Using data collected through an interview guide and end-of-workshop evaluation questionnaire for a four-year training period (2006 -2010), this article focused on the lessons learnt from a series of pedagogical training workshops offered by Makerere University management to her teaching staff. Findings show that the main training needs among the teaching staff include assessment and grading of students, managing large classes, and using ICT in teaching and learning. Overall, the staff appreciated the workshop methodology, the coteaching approach and the sharing of experiences. However, there were concerns about the timing of the trainings and inability to implement what is learned due to institutional constraints. The study underpins the importance of undertaking needs assessment before designing any staff training program. Rather than claim that addressing individual training needs will improve quality, staff pedagogical training should be combined with institutional changes so that institutional constraints that hinder utilization of knowledge and skills acquired during training are concurrently addressed. In addition, training approaches should transcend the deficit model of continuous professional development commonly used to the use of a variety of models including the cascaded model. Through the cascade model the capacity of academic staff could be built, these would continue to learn from each other, thereby developing a critical mass at faculty or academic unit level.

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Collaboration as a Form of Professional Development: Improving Learning for Faculty and Students

Cited by 15 publications

References 22 publications

Improving learning environments through whole-school collaborative action research

Improving learning environments through whole-school collaborative action research

Exploring Teacher Leadership and the Factors Contributing to It: An Empirical Study on Chinese Private Higher Education Institutions

Addressing Pedagogical Training Needs of Teaching Staff: Lessons from Makerere University Short Professional Development Programs 2006 - 2010

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