Teachers' talk on students' writing: Negotiating students' texts in interdisciplinary teacher teams

Helstad, Kristin; Lund, Andreas

doi:10.1016/j.tate.2012.01.004

Cited by 46 publications

(23 citation statements)

References 56 publications

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“…This finding may be explained by the individual orientation of the teaching profession. In general, teachers are strongly focused on individual task performance and are not used to collaboration within a team (Helstad & Lund, 2012;Vangrieken, Dochy, & Raes, 2016). However, teachers with much work experience outside education might be more used to collaboration and working towards common team goals and might therefore also be more used to receiving and asking feedback.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Kunst

Woerkom

2017

Vocations and Learning

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Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, teachers differ in their attitude towards learning activities. This paper examined how different goal orientation profiles are related to participation in professional development activities (acquiring information and asking feedback). To this end, we conducted latent profile analysis based on a sample of 984 teachers in vocational education. Five profiles were identified: diffuse (50.1%), moderate learning (12.3%), high avoidance (10.9%), performance oriented (15.9%) and success oriented (10.7%). Furthermore, means of acquiring information and asking feedback from teachers were compared across the profiles. Teachers with a success-oriented profile (high learning and performance approach goals) scored significantly higher while teachers with a high-avoidance profile scored significantly lower on asking for feedback and acquiring information. Exploration of background characteristics indicated that age, gender and work experience outside education were related to the goal orientation profiles. Our findings show that goal orientation profiles can be used to explain individual differences in teachers' propensity to engage in professional development activities.Keywords Goal orientation . Teachers . Asking feedback . Information acquisition . Latent profile analysis . Professional development Participation in professional development activities is important for teachers to continuously improve their knowledge and skills. However, research shows that teachers differ strongly in how actively they engage in formal and informal learning activities Vocations and Learning (2018) 11:91-111

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Section: Discussionmentioning

confidence: 99%

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Kunst

Woerkom

2017

Vocations and Learning

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“…The most important hindering structural characteristics are a lack of time, work pressure and pressure of standardisation (e.g., Smetser, 2007;Westheimer, 2008). Impeding organisational characteristics include strong rooted isolation and individualism in school culture, norms of professional autonomy, independence and privacy, and school architecture (e.g., Gajda & Koliba, 2008;Goddard et al, 2007;Helstad & Lund, 2012).…”

Section: Hindering Factors For Teacher Collaborationmentioning

confidence: 99%

Teacher collaboration: A systematic review

Vangrieken

Dochy

Raes

et al. 2015

Educational Research Review

597

464

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A B S T R A C T This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.

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“…Second, I focused on instances where binaries were particularly visible, especially through the use of the pronoun "we". Third, I selected excerpts that presented instances of recurring representations in the corpus, yet that made relations between discursive practices and political context particularly visible (Helstad & Lund, 2012).…”

Section: Data Framework and Analysismentioning

confidence: 99%

Talking about the test. Boundary work in primary school teachers' interactions around national testing of student performance

Mausethagen

2013

Teaching and Teacher Education

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There is currently a strong belief in accountability as a policy of action and standardized testing has been implemented in several countries. This article examines tensions that occur in meetings when primary school teachers in Norway discuss national testing, and how these are handled. In particular, tensions revolve around what is seen as internal (teachers' everyday work) and external (policies and practices outside the main frame of teaching). Even though national testing is mainly seen as external to teachers' work, teachers involve in boundary work and reshape professional discourse in order to create relevance and maintain legitimacy following new expectations.

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Teachers' talk on students' writing: Negotiating students' texts in interdisciplinary teacher teams

Cited by 46 publications

References 56 publications

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

Teacher collaboration: A systematic review

Talking about the test. Boundary work in primary school teachers' interactions around national testing of student performance

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