Organizational building versus teachers’ personal and relational needs for school improvement

Liljenberg, Mette; Blossing, Ulf

doi:10.1177/1365480220972873

Cited by 7 publications

(5 citation statements)

References 34 publications

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“…Future schoolteachers are expected to engage in school development processes by being concerned with overarching topics beyond their own teaching, contributing to school policy making and collaborating with parents and external partners (Liljenberg & Blossing, 2021). These extended requirements correspond to Hoyle (1980) early conception of the 'extended professional'.…”

Section: School Development As Part Of Teachers' Professional Identitymentioning

confidence: 99%

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Preparing German pre‐service teachers in special needs education for school development—Can we do otherwise?

Resch,

Hartmüller,

Walczuch

et al. 2023

Research in Spec Educ Needs

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Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non‐teaching tasks, leading to a knowledge gap in the professionalisation of pre‐service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre‐service teachers in school development as a professional task at the end of their initial teacher training. The respondents of the interview study are 12 pre‐service teachers enrolled at master level in special educational needs at a German university. The findings of the study report on the marginal situatedness of school development in the curriculum, the associated understanding of pre‐service teachers of school development and their low assessment of the relevance of school development within special needs education. The study closes with practical recommendations on how to tackle the low level of preparedness for school development tasks in German teacher education.

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Section: School Development As Part Of Teachers' Professional Identitymentioning

confidence: 99%

“…Schools around the world face challenges that require change, improvement and organisational re‐thinking (Liljenberg & Blossing, 2021). Educational policies in Germany have in recent years been targeted at tackling these challenges and improving teacher training in this regard.…”

Section: Introductionmentioning

confidence: 99%

Preparing German pre‐service teachers in special needs education for school development—Can we do otherwise?

Resch,

Hartmüller,

Walczuch

et al. 2023

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…Low quality in schools is caused by several factors, including a lack of effective work ethic, quality, quantity, curriculum, and infrastructure provided to support the education process (Figueiró & Raufflet, 2015). Low school quality can also arise due to several problems, including budget problems, lack of facilities, minimal quality, lack of enthusiasm and motivation, below-standard innovation, and a lack of enthusiasm (Liljenberg & Blossing, 2021); (Potterton et al, 2020). Some madrasah teachers do not teach by their educational background or field of knowledge.…”

Section: Introductionmentioning

confidence: 99%

Participatory Leadership and Teacher Motivation in Improving School Quality

Prasetyo,

Kifla

2023

EDUKASI

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This study describes the effect of participatory leadership and teacher work motivation on school quality. This study uses a quantitative paradigm of survey methods. This research was conducted on teachers at MIN 26 Aceh Utara. The population is 30 with a total sampling technique. Data was collected through a questionnaire with a Likert scale. Data analysis using regression analysis started with descriptive analysis, calculation of the prerequisites of analysis (normality, linearity, and homogeneity), and continued with hypothesis testing. The results of the analysis show that there are: (1) The direct effect of participatory leadership on school quality is significant, based on the level of significance (Sig = 0.000) and the correlation coefficient of 85.3%; (2) teachers' work motivation on school quality with a correlation coefficient of 64.2%; (3) participatory leadership and teacher work motivation simultaneously affect school quality by 86%. This study concludes that participatory leadership and teacher work motivation affect school quality. The implication is that more effective participatory leadership and high work motivation of teachers will affect the increasing quality of schools.

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“…Drawing his findings from the TALIS instrument, Schleicher (2015) concluded that schools providing their staff with opportunities to participate actively in school decisions and supporting professional development are also more likely to express satisfaction with the terms of their employment contract (cf. Liljenberg & Blossing, 2020).…”

Section: Collaborative Professional Development and Establishing Incl...mentioning

confidence: 99%

“…claimed that teachers need to influence professional knowledge research projects by participating and contributing their experiences to improve teaching or dealing with other problems to address professional needs adequately. Such a process focuses on their personal and relational needs and establishes methods for teachers to communicate their understanding of the curriculum, students' results, and work in teacher groups (Liljenberg & Blossing, 2020).…”

Section: Collaborative Professional Development and Establishing Incl...mentioning

confidence: 99%

Kollaborativ professionell utveckling för innehållsinkluderande undervisning: praktikutvecklande klassrumsforskning

Lelinge¹

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In the present thesis, four studies are included within the scientific discipline of pedagogy and collaborative professional development research field—the thesis is based on a practice-based research approach. This thesis addresses identified problems in previous research and large-scale studies such as the OECD study Teaching and Learning International Survey (TALIS) and school leaders’ and teachers’ attitudes. Furthermore, the need to design teaching that is content-inclusive and accessible to all students. The study’s overall question is: What factors of importance for promoting content-inclusive teaching emerge in the studies? Since the thesis aims to contribute with knowledge of how collaborative professional efforts can support teachers’ understanding of developing inclusive teaching in the classroom regarding the accessibility of teaching content for all students, the theoretical perspective is motivated by a cultural-historical perspective as an overall theoretical framework. Within the cultural-historical perspective, situated learning and communities of practice (CoP) are in the foreground. The framework of variation theory has been chosen to analyse which teaching content the students are offered to distinguish. The articles used both specific subject content to show how conditions for inclusive teaching can contribute to increased availability of the content knowledge and more comprehensive studies of how teachers’ collaborative competence can contribute to increased accessibility. Finally, teachers’ perspectives and experiences are in the foreground. The design of the four studies is based on a mixed-methods approach. That means the design of the thesis used qualitative and quantitative methods, both individually and in combination, in the different studies. Since two-year time perspective, it is defined as a longitudinal process. The synthesis describes the factors necessary for promoting content inclusion that has been highlighted in the dissertation studies. Three factors have been identified in the dissertation’s results of significance for how collaborative professional efforts can support teachers’ understanding of developing inclusive teaching in the classroom regarding the teaching content’s accessibility for all students: 1. Development of CoP with a focus on content-inclusive teaching 2. Collaborative professional development that challenges teachers’ views on inclusive teaching 3. Analysis of intentional and enacted teaching to identify what is inclusive Within the framework of the studies the dissertation consists of, the results show that the cyclical classroom models, Lesson and Learning study, have contributed to the teachers gaining an in-depth understanding of which aspects have been particularly successful in developing their teaching design. The studies show factors that are important for promoting content-inclusive teachings, such as when the entire teaching team takes collective responsibility for content-focused teaching and is given time for collaborative professional development. Another factor is that teachers are given the opportunity to develop their ability to analyse how teaching can be planned and implemented to identify what contributes to inclusive teaching, where the content and learning situation is put in the foreground. This change has meant a higher focus on the availability of teaching content to all students, compared to a previous focus on individual students’ need for special support. The present dissertation results can be seen as a contribution to practicebased professional development research where researchers’ and teachers’ joint competence is the basis for systematically and structurally approaching the object of learning, thereby reducing the gap between theory and practice.

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Organizational building versus teachers’ personal and relational needs for school improvement

Cited by 7 publications

References 34 publications

Preparing German pre‐service teachers in special needs education for school development—Can we do otherwise?

Preparing German pre‐service teachers in special needs education for school development—Can we do otherwise?

Participatory Leadership and Teacher Motivation in Improving School Quality

Kollaborativ professionell utveckling för innehållsinkluderande undervisning: praktikutvecklande klassrumsforskning

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