Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration

Bush, Annika; Grotjohann, Norbert

doi:10.1016/j.tate.2019.102968

Cited by 30 publications

(18 citation statements)

References 9 publications

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“…This is also corroborated by research [8] proven to support interpersonal skills. This is relevant because positive collaboration experiences can improve skills in interpersonal interactions in the future [9]- [11]. Collaboration can provide an understanding of sharing strengths and weaknesses in groups.…”

Section: Introductionmentioning

confidence: 99%

A bibliometric analysis of collaboration skills in education (2019-2021)

Mahfud

Gestiardi²,

Sarwanto³

et al. 2022

EduLearn

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One indicator of 21st century skills is collaboration; essential skill students must acquire in century learning. This study aimed to reveal research trends over the last three years based on the start of COVID-19 by using content analysis and reviewing bibliometric results related to articles with collaboration keywords. For bibliometric mapping analysis, a total of 500 articles were accessed, and for content analysis, 31 articles were selected between 2019-2021 based on Google Scholar's database corresponding to the education field study of the research. The results showed that digital "health education collaboration" was the most searched keyword, while researchers focused on collaboration in education between 2019-2021. The most commonly used words in abstracts are teaching, creativity, ability, and community. It was evident that the latest articles primarily focused on skills. Bhone Myint Kyaw; AE Kinio is the most cited author in this field. The most cited journals are the Journal of Medical Internet Research, Journal of Surgical Education, The Journal of Technology Transfer, the most prominent journal. The content analysis results showed that "21st-century skill, problem, and implementation" has become the most studied variable in the article.

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Section: Introductionmentioning

confidence: 99%

A bibliometric analysis of collaboration skills in education (2019-2021)

Mahfud

Gestiardi²,

Sarwanto³

et al. 2022

EduLearn

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“…each teacher had their own strategy for remote teaching); substantial variability in the actions of a given teacher (frequent organisational changes, lack of adaptability); and poor communication with students and parents (delivering instructions through various channels in unclear and inconsistent ways). It can therefore be concluded that schools whose organisational culture was conducive to teamwork and co-operative learning before the pandemic have more easily coped with the development and implementation of a coherent remote learning system, resulting in more constructive communication with students and parents (Bush & Grotjohann, 2020).…”

Section: Education During the Pandemicmentioning

confidence: 99%

Predictors of The Subjective Effectiveness of Emergency Remote Teaching During The First Phase of The COVID-19 Pandemic

Knopik¹,

Domagała-Zyśk²

2022

iejee

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Worldwide school closures which were happening during the first phase of the COVID-19 pandemic in spring 2020 created a great lesson about the conditions for effective teaching. As temporary school closures seem very likely to occur in the forthcoming school year(s), at least locally, it is worthwhile to exploit this lesson to learn more about the capacities and resources that can be utilised in both emergency remote teaching (ERT) and regular teaching, beyond the pandemic. This research was initiated in the third week of ERT, on 13 April 2020, and involved 154 teachers in 87 schools in Poland. Its purpose was to identify predictors of subjective effectiveness of emergency remote teaching (SEERT) that might be important for remote teaching pedagogy in general. The results show that the best predictors of the SEERT are self-efficacy, digital competence and peer support from other teachers. The situation of the pandemic in a sense confirms the key role of transferable resources in the performance of teachers’ professional duties and sets a path for strengthening these in teacher training and continuing professional development programmes to increase capacity for both regular and remote teaching.

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“…A close partnership communication network has been established between China and England since 2014 due to the implementation of China-England Mathematics Teacher Exchange (MTE) Program (H. Yuan & Huang, 2019). The MTE program has an important impact on the practice of mathematics teaching (Boylan et al, 2018). In order to carry out this study, the Teaching and Learning International Survey (TALIS) 2018 data were selected.…”

Section: Introductionmentioning

confidence: 99%

Effects of Teacher Collaboration on Teaching Practices in China and England: A Structural Equation Model With TALIS 2018 Data

et al. 2023

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Teacher collaboration has gradually become a common idea in the reform of teacher education all over the world. However, up to now, the current situation of teacher collaboration is still isolated and conservative to a certain extent. How to avoid being mere formality and promote the development of teachers’ cooperative practice effectively has become an urgent problem for educational researchers and practitioners. Based on the data of TALIS 2018, this study focuses on the impact of teacher cooperation on teaching practice in China and the United Kingdom, with teacher self-efficacy playing the mediating role. Above all, SPSS 23.0 was used for data preparation, descriptive statistics, and Pearson product difference correlation analysis. Then, maximum likelihood estimation and robust standard deviation (MLD) were applied to estimate confirmatory factor analysis and structural equation model through Mplus 7.4. In addition, bootstrap self-help sampling method was adopted to test the mediating effect. About the direct effects of teacher collaboration on teaching practices, the results indicated that exchange and co-ordination was positively related to clarity of instruction in both China and England while professional collaboration was not significantly related to clarity of instruction in the two countries. In terms of the mediating role of self-efficacy between teacher collaboration and teaching practices, the study revealed the indirect effects of professional collaboration on three sub-scales of teaching practices exist via teacher self-efficacy in both China and England. Theoretical and managerial implications regarding using teacher self-efficacy as a mediating variable to examine the effect of common collaboration forms on specific teaching practices were discussed. Limitations and further research were also offered.

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Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration

Cited by 30 publications

References 9 publications

A bibliometric analysis of collaboration skills in education (2019-2021)

A bibliometric analysis of collaboration skills in education (2019-2021)

Predictors of The Subjective Effectiveness of Emergency Remote Teaching During The First Phase of The COVID-19 Pandemic

Effects of Teacher Collaboration on Teaching Practices in China and England: A Structural Equation Model With TALIS 2018 Data

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