Abstract
As a result of recent educational reforms in secondary education, the need for collaboration between teachers increases. Using a community perspective, the quality of collaboration between teachers in seven teacher teams was studied. Analysis of qualitative and quantitative data resulted in a description of the teams’ community degree. Despite the choice for a best practice school with existing teams, not all collaboration in the teacher teams was of high quality. Additionally, the role of perceived support and team diversity was investigated. A positive correlation between supportive leadership and quality of collaboration was found. The role of team diversity with regard to quality of collaboration showed more ambiguous results. The study provides insight in themes that are important to consider when facilitating or participating in a teacher community.
| Original language | English |
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| Number of pages | 20 |
| Publication status | Published - 25 Aug 2009 |
| Event | 13th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2009: Fostering Communities of Learners - University of Amsterdam (UvA), Amsterdam, Netherlands Duration: 25 Aug 2009 → 29 Aug 2009 Conference number: 13 https://www.earli.org/ (European Association for Research on Learning and Instruction (EARLI)) |
Conference
| Conference | 13th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2009 |
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| Abbreviated title | EARLI |
| Country | Netherlands |
| City | Amsterdam |
| Period | 25/08/09 → 29/08/09 |
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