Collaboration through knowledge sharing between cooperating teachers and university supervisors

Portelance, Liliane; Caron, Josianne; Martineau, Stéphane

doi:10.26522/brocked.v26i1.466

Cited by 5 publications

(7 citation statements)

References 19 publications

(25 reference statements)

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“…Educator 3's strategies align with the resilience models discussed by [37] which emphasizes the importance of continuous learning and adaptability in the teaching profession, especially in the face of rapid technological advancements. Furthermore, seeking peer support, as done by Educator 3, is echoed in the findings of [38] advocate for collaborative learning amongst educators as a means to navigate the digital era's demands.…”

Section: Educator 3: Challenges and Resiliencementioning

confidence: 99%

Educators’ Resilience Amidst Digital Era Challenges: Case Study in Indonesia

Safuri Musa

2024

jes

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This study aims to explore the coping mechanisms and resilience strategies employed by educators in response to the multifarious challenges posed by the digital era in Indonesia. The research objective centers on identifying and analyzing the various adaptive measures educators implement to maintain efficacy and well-being amidst the evolving educational landscape. A qualitative approach with case study research method was employed, focusing on a diverse group of ten educators, each facing distinct challenges. These informants were selected to provide a broad perspective on the resilience strategies utilized in various educational contexts. Data were collected through in-depth interviews, non-participative observation, and document study ensuring a rich and nuanced understanding of the educators' experiences. The analysis was conducted using a thematic approach, identifying recurring patterns and strategies across the informants' narratives. The research findings underscore the complexity of educators' resilience in the digital era. It reveals that educators' resilience is multifaceted, extending beyond mere technological adaptation. It encompasses a blend of emotional intelligence, interpersonal skills, and continuous learning, all of which are crucial in navigating the intricacies of modern educational environments. The study sheds light on the indispensable role of resilience and adaptability for educators in the digital age, providing valuable insights for educational institutions aiming to support their staff effectively.

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Section: Educator 3: Challenges and Resiliencementioning

confidence: 99%

Educators’ Resilience Amidst Digital Era Challenges: Case Study in Indonesia

Safuri Musa

2024

jes

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“…In this model, the level of ability and willingness is demanded and carried out by the teacher alone and demanded by the supervisor. As a result, both parties can share information, suggestions, and input to improve further performance (Portelance et al, 2016). Therefore, the collaborative supervision developed is a series of supervisor activities specific to building a responsive and adaptive atmosphere.…”

Section: The Impact Of Collaborative-based Supervisor Models On Teach...mentioning

confidence: 99%

“…Thus, Fritz and Miller (2011) argue that supervisors can ask for an explanation of things expressed by teachers that are not understood, listen to complaints and respond. In addition, Pidarta (2009) contends that supervisors encourage teachers to actualize the initiatives they think to solve the problems they face or to improve and develop their teaching. In conclusion, considering the fundamental humanistic values during school supervision by listening and responding to teachers becomes a significant factor that influences supervision success.…”

Section: The Impact Of Collaborative-based Supervisor Models On Teach...mentioning

confidence: 99%

Developing Collaborative-Based Supervision Model Which Accentuates Listening and Responding Skills

Prasetia

Akrim

Sulasmi

2022

AIJP

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This research aims to develop a collaborative-based supervision model that emphasizes three aspects of (1) listening and responding ability and (2) willingness to listen and respond. The research method used is research and development (R D). The subjects of this study were school supervisors and teachers at junior high schools within the Medan City Education Office. This research was carried out from January to November 2021. The results of this study indicate that the model is feasible based on the results of trials with a limited area, main area and operational area. In addition, this study formulated four teachers’ characteristics, namely lazy teachers, unfocused teachers, narrator teachers and professional teachers. Effective supervision practices for the four teachers’ characteristics are carried out with the approach and behaviour of school supervisors through instructions (for lazy teachers), consultation (for unfocused teachers), participatory (narrator teachers) and delegation (professional teachers). By applying the four strategies and behaviours for teachers’ character development in the practice of supervision, the implementation of supervision will achieve the expected results.

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“…Regarding collaboration in education, much has been written about the effects of the relationship between different levels of education (Del Castillo & Aguilera, 2018;Llamas, 2011;Portelance & Caron, 2016;Stoddard, Kewitt, & Danforth, 1997) and among higher education teachers and other non-teaching institutions (Bickel & Hattrup, 1995;Papalewis, 1995;Zeman & Hrad, 2014). However, there are hardly any relevant studies in which these effects are studied when it comes to collaboration between university teachers themselves.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Implementation of Gamification, Game-Based Learning, and Active Methodologies to the Flipped Classroom Model

Rojas-de-Gracia

Esteban

Bentabol

et al. 2022

Online Distance Learning Course Design and Multimedia in E-Learning

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The popularity of the flipped classroom has been rising. This pedagogical model emphasizes active and peer-assisted learning and problem solving within the classroom and leaves the transmission of conceptual knowledge to individual tasks outside the classroom. This research evaluates the implementation and results of gamification, game-based learning, and active methodologies used in the development of the flipped methodology. The team of researchers has been applying this model since 2017. The sample consisted of students from different subjects, Management and Administration Business, Finance and Accounting, Marketing and Market Research, and Chemistry, at the University of Malaga and in Accounting and Administration and Marketing at the Polytechnic of Porto. A statistical analysis of the degree of students' satisfaction with the application of the pedagogical model has been carried out, considering the general aspects and the level of application within each subject. The data show a very positive assessment of the teaching achieved and the strategies applied in the model.

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Collaboration through knowledge sharing between cooperating teachers and university supervisors

Cited by 5 publications

References 19 publications

Educators’ Resilience Amidst Digital Era Challenges: Case Study in Indonesia

Educators’ Resilience Amidst Digital Era Challenges: Case Study in Indonesia

Developing Collaborative-Based Supervision Model Which Accentuates Listening and Responding Skills

Evaluation of Implementation of Gamification, Game-Based Learning, and Active Methodologies to the Flipped Classroom Model

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