The Elusive Search for Teacher Collaboration

Glazier, Jocelyn; Boyd, Ashley S.; Hughes, Kristen Bell; Able, Harriet; Mallous, Ritsa

doi:10.1080/1547688x.2016.1144841

Cited by 13 publications

(5 citation statements)

References 19 publications

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“…They transitioned the conversation from problem admiration to problem solving. The shifts evidenced in the dialogue were indicative of critical colleagueship (Glazier et al, 2016), as participants broke storylines, challenged one another to move beyond fears, and offered methods for incorporating the text in their curricula.…”

Section: Discussionmentioning

confidence: 99%

“…Most relevant to our work, Glazier et al, (2016) constructed a continuum along which teachers participate in collaborative discourse communities. On one end, they labeled "contrived collegiality" (p. 4), which often involves administratively imposed meetings during which participants share polite exchanges and affirm one another's ideas in cursory ways.…”

Section: The Spectrum Of Collaborationmentioning

confidence: 99%

“…Finally, Glazier et al, (2016) posit "critical colleagueship" (p. 5) as a deeper sort of interaction in which teachers engage in analytic dialogue surrounding educational issues. They participate in a back and forth, bidirectional exchange where they develop new ideas from one another and reach conclusions they may not have alone.…”

Section: The Spectrum Of Collaborationmentioning

confidence: 99%

See 2 more Smart Citations

Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community

Boyd¹,

Rose²,

Darragh³

2021

J Adolescent & Adult Lit

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Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community Abstract: In this book club study designed to examine practicing teachers’ perspectives on a young adult book dealing with identity, mental health, sexuality, and family, researchers describe the tensions that arose in participants’ dialogue regarding self‐censorship and the desire to meet students’ needs. Authors note findings related to how teachers from rural schools responded to the novel under study and collaborated to reach new understandings. Findings also included a pattern of critical colleagueship, where participants both challenged ideas regarding the limits of sensitive topics and supported one other in building upon ideas of how to teach texts with potentially taboo content, highlighting the value of discourse communities as professional development.

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Section: Discussionmentioning

confidence: 99%

Section: The Spectrum Of Collaborationmentioning

confidence: 99%

Section: The Spectrum Of Collaborationmentioning

confidence: 99%

See 1 more Smart Citation

Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community

Boyd¹,

Rose²,

Darragh³

2021

J Adolescent & Adult Lit

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“…It may be the first step of eliminating the lack of shared purpose, goals, and expectations among teachers to collaborate (Szczesiul & Huizenga, 2014) and get their colleagues' support and develop collegial relationships. As known, collaboration refers to teachers' cooperative actions regarding job-related issues (Kelchtermans, 2006) and it takes place on a continuum (Glazier, Boyd, Hughes, Able, & Mallous, 2016). When teachers collaborate they share knowledge and experiences with their colleagues (Goddard, Goddard, & Tschannen-Moran, 2007), learn from each other and feel better about themselves and their work (Johnson, 2003).…”

Section: Discussionmentioning

confidence: 99%

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Kalman¹,

Balkar²

2017

FIRE

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The purpose of the present study was to examine the effects of school culture training on teachers' perceptions of school culture. The sample consisted of thirty-six primary, middle, and secondary school teachers working at schools in a large city in Southeastern Turkey. A mixed research methodology was used in the study. A one-group pre-and post-test experimental design was employed in the quantitative strand of the research. A training program on school culture including four sessions was implemented by the researchers. A descriptive qualitative study was conducted following the completion of the training. Pre-and post-training data were gathered using the School Culture Scale. Furthermore, focus group discussions were used to obtain qualitative data. The results indicated that the training led to positive changes in teachers' perceptions of school culture. Significant differences were detected in teacher perceptions of leadership based on cooperation, common goals, and cooperative learning dimensions of school culture. However, there were not statistically significant differences in teacher cooperation, professional development, and collegial support. Qualitative findings were consistent with the quantitative ones. It is suggested that changing teacher perceptions of school culture must be prioritized in the construction of positive and strong school cultures.

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“…Selain itu kolaborasi yang dilakukan secara profesional mampu membangun pengalaman, pedagogi dan pengetahuan konten (Goddard et al, 2007). Lebih jauh lagi, Glazier et al, 2016, setuju dengan kesimpulan National Commission on Teaching & America's Future bahwa kolaborasi adalah kunci untuk karir guru yang bermanfaat dalam mengajak dan mempertahankan profesionalisme guru, berdampak pada pengajaran yang lebih baik dan pembelajaran siswa yang lebih dalam. Untuk itu sudah waktunya bagi para guru untuk memanfaatkan kekuatan kolaborasi di semua level dan profesi dalam rangka menuju kesuksesan abad 21.…”

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Peningkatan Kompetensi Melalui Kolaborasi : Suatu Tinjauan Teoritis Terhadap Guru

Kasmawati

2020

j.equilibrium

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Abstract. Yuni Kasmawati, 2020. Teacher collaboration is a means for teachers to improve their competence in the form of knowledge, skills and experience. Competence is needed by teachers to support their performance. This study aims to examine the improvement of teacher competency through the teacher collaboration approach. The study was conducted using the literature review method by utilizing the publication of previous research results. The results of the study concluded that teacher collaboration has a positive impact not only on teachers, but also on students and schools. From the teacher's side, collaboration plays a role in increasing competencies in the form of teacher's knowledge, skills and experience. Furthermore, teacher competence will play a role in supporting teacher performance which will ultimately improve student achievement.Keywords:Abstrak. Yuni Kasmawati, 2020. Kolaborasi guru merupakan sarana bagi guru untuk meningkatkan kompetensinya baik berupa pengetahuan, ketrampilan maupun pengalaman. Kompetensi dibutuhkan guru untuk menunjang kinerjanya. Penelitian ini bertujuan untuk menelaah peningkatan kompetensi guru melalui pendekatan kolaborasi guru. Penelitian dilakukan dengan metode tinjauan literatur dengan memanfaatakan publikasi hasil penelitian sebelumnya. Hasil penelitian menyimpulkan bahwa kolaborasi guru mempunyai dampak positif tidak hanya bagi guru, tetapi juga bagi siswa dan sekolah. Dari sisi guru, kolaborasi berperan dalam meningkatkan kompetensi berupa pengetahuan, ketrampilan dan pengalaman guru. Selanjutnya kompetensi guru akan berperan dalam menunjang kinerja guru yang pada akhirnya akan meningkatkan prestasi siswa.Kata kunci : kompetensi, kolaborasi, tinjauan teoritisAbstrak. Yuni Kasmawati, 2020. Kolaborasi guru merupakan sarana bagi guru untuk meningkatkan kompetensinya baik berupa pengetahuan, ketrampilan maupun pengalaman. Kompetensi dibutuhkan guru untuk menunjang kinerjanya. Penelitian ini bertujuan untuk menelaah peningkatan kompetensi guru melalui pendekatan kolaborasi guru. Penelitian dilakukan dengan metode tinjauan literatur dengan memanfaatakan publikasi hasil penelitian sebelumnya. Hasil penelitian menyimpulkan bahwa kolaborasi guru mempunyai dampak positif tidak hanya bagi guru, tetapi juga bagi siswa dan sekolah. Dari sisi guru, kolaborasi berperan dalam meningkatkan kompetensi berupa pengetahuan, ketrampilan dan pengalaman guru. Selanjutnya kompetensi guru akan berperan dalam menunjang kinerja guru yang pada akhirnya akan meningkatkan prestasi siswa.Kata kunci : kompetensi, kolaborasi, tinjauan teoritis

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The Elusive Search for Teacher Collaboration

Cited by 13 publications

References 19 publications

Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community

Shifting the Conversation around Teaching Sensitive Topics: Critical Colleagueship in a Teacher Discourse Community

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Peningkatan Kompetensi Melalui Kolaborasi : Suatu Tinjauan Teoritis Terhadap Guru

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