Promoting Teacher Collaboration Through Joint Lesson Planning: Challenges and Coping Strategies

Yuan, Rui Eric 袁睿; Zhang, Jia

doi:10.1007/s40299-016-0300-7

Cited by 16 publications

(10 citation statements)

References 20 publications

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“…Teacher development interventions emphasizing teachers' collaborative activities are likely to improve students' learning outcomes (Thomas et al, 2012). A possible reason is that teachers engaged in collaboration are likely to co‐prepare for lessons and support one another in their teaching (Yuan & Zhang, 2016). In the literature of CT, there are studies with the element of teacher collaboration embedded in the design of teacher development interventions (eg, Hestness et al, 2018; Jocius et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of a teacher development program on teachers' knowledge and collaborative engagement, and students' achievement in computational thinking concepts

Kong

Lai

2022

Brit J Educational Tech

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An important educational goal for the next generation is the ability to think computationally. Cultivating K-12 students' computational thinking (CT) requires the capacity building of teachers through teacher development programs. However, if students' learning outcomes were not assessed, it is not known whether the enhancement of teacher capacity could impact on students' learning. This study aimed to examine how a teacher development program changed teachers' content knowledge and collaborative engagement, which in turn influenced their students' learning achievement. The participants were 81 teachers and 3226 students from primary schools. We employed multi-level modelling to study the relationships between teacher-level variables and student achievement assessed by a CT concepts test. The teachers' content knowledge and collaborative engagement were significantly enhanced through the program, which in turn had a significant impact on student achievement. Teachers' years of teaching experience, but not their gender or whether they had majored in computer science, could also affect student achievement. The results indicate that a teacher development program can play a significant role in How to cite this article: Kong, S-C, & Lai, M. (2023). Effects of a teacher development program on teachers' knowledge and collaborative engagement, and students' achievement in computational thinking concepts.

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Section: Literature Reviewmentioning

confidence: 99%

Effects of a teacher development program on teachers' knowledge and collaborative engagement, and students' achievement in computational thinking concepts

Kong

Lai

2022

Brit J Educational Tech

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“…Collaborative groups, amongst educators, can be created for a variety of purposes and designed with specific criteria, goals, and level of depth of focus. Regardless as to why collaboration in the workforce has increased among co-workers, and more specifically amongst educators, research indicates that this practice provides benefits to educators in the areas of support and idea-sharing (Hedgarrd-Soerensen et al 2017) and it fosters the improvement of educator scholarship (Yuan & Zhang, 2016). Furthermore, teacher collaboration can assist in strengthening students' learning processes, and it can foster a positive learning environment.…”

Section: Collaborative Teaching and Learningmentioning

confidence: 99%

Truth and Reconciliation Through Inquiry-based Collaborative Learning

Houghton¹,

Soles²,

Vogelsang³

et al. 2022

otessaconference

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This paper overviews a project conducted at Fort St. James Secondary School in the Nechako Lakes School District, which is in Northern British Columbia, Canada. Three highschool teachers from different disciplines (Social Studies, Digital Media, and Carpentry) launched a cross-curricular inquiry-based project in partnership with local knowledge holders and School District 91, focusing on truth and reconciliation, that connected the learners in their highschool and the broader community, including knowledge holders from the local Indigenous communities. Those engaged in the project examined questions around what truth and reconciliation meant to the learners and its significance. Resulting products included a legacy wall containing individual learning represented in motifs, design of the feather using wood from around the world, and a video documentary containing interviews from school and community stakeholders. We share information on how to access the video documentary.

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“…Collaboration is often described positively using traits versus a definition (Howard 2010;Woodward, 2012;Jao & McDougall, 2016;Yuan & Zhang, 2016). The traits often include co-teaching, peer coaching, supporting each other and working together to reach a common goal (Howard, 2010;Jao & McDougall, 2016;Yuan & Zhang, 2016). Yuan & Zhang (2016) noted that it includes being open to sharing ideas and finding ways to improve instruction.…”

Section: Collaboration: Librarian and Classroom Teachermentioning

confidence: 99%

“…The traits often include co-teaching, peer coaching, supporting each other and working together to reach a common goal (Howard, 2010;Jao & McDougall, 2016;Yuan & Zhang, 2016). Yuan & Zhang (2016) noted that it includes being open to sharing ideas and finding ways to improve instruction. Instead, schools need to have collaboration over cooperation, meaning both the classroom instructor and the school librarian learn from each other, motivate and hold each other accountable to improve student learning (Jao & McDougall, 2016).…”

Section: Collaboration: Librarian and Classroom Teachermentioning

confidence: 99%

“…Teachers may be resistant to this change because they may feel their knowledge and abilities are threatened (Fluck & Dowden, 2013). Since collaboration helps with student achievement, the reasons teachers are reluctant needs to be examined as few studies exist on how to describe or develop the collaborative culture (Olszewski, 2014;Yuan & Zhang, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Secondary Teachers' Perceptions on Collaboration and Teaching Information Skills

Crary¹

2021

slw

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Information literacy instruction helps students’ academic achievement (Smalley, 2004; O’Sullivan & Dallas, 2010) and requires collaborative instruction between the librarian and teacher. This study is a follow up of the author’s previous research in order to address the limitations of a small sample and lack of rural population (Crary, 2019). In addition, this study expands on the use of Fullan’s (2007) Change Theory to initiate the change towards collaborative instruction of these skills from the teacher’s perspective. Secondary education (ages 11-18) teachers (N = 404) in North Dakota responded to a survey. Results were analyzed for teachers’ perceptions about collaborative roles between a school librarian and a classroom teacher regarding information literacy skills. The results indicated teachers teaching information literacy alone or collaborating with the librarian are more open to change. Schools need to provide ongoing professional development on information literacy and collaboration.

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Promoting Teacher Collaboration Through Joint Lesson Planning: Challenges and Coping Strategies

Cited by 16 publications

References 20 publications

Effects of a teacher development program on teachers' knowledge and collaborative engagement, and students' achievement in computational thinking concepts

Effects of a teacher development program on teachers' knowledge and collaborative engagement, and students' achievement in computational thinking concepts

Truth and Reconciliation Through Inquiry-based Collaborative Learning

Secondary Teachers' Perceptions on Collaboration and Teaching Information Skills

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