Collaboration and Teachers Perception of Professionality in Schools for Secondary Education.Report as inadecuate




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This study examined forms of collaboration existing between Dutch secondary teachers within different departments, noting reasons for any differences. The paper begins by examining the literature on teacher collaboration, then describes the study. Researchers collected data from three secondary schools using interviews, observations, documents, and questionnaires. They interviewed four teachers in each of several departments, as well as each school leader. They observed staff meetings and analyzed meeting minutes. Other documents included school schedules, school ground plans, and information for teachers, students, and parents. Teachers completed a questionnaire on collaboration and perceptions of professionalism. Data analysis indicated that different forms and content of collaboration existed within and between schools. Simpler forms of collaboration were more common than complex forms. Most collaboration concerned subject matter, followed by testing. Teaching methods received the least attention. Teachers judged collaboration about teaching strategies as less useful. There were differences between formal and informal collaboration. Teachers found informal collaboration more satisfying and worthwhile. Most collaboration was between teachers in the same grade and track. The way teachers perceived characteristics of the subject was an important influence on collaboration. Teachers collaborated for several reasons, including efficiency, enhancing the sequencing of content within the department, enhancing the department's political status, and enhancing professional growth. There were differences in collaboration within departments. The most intensive collaboration occurred between teachers teaching lower secondary classes. (Contains 50 references.) (SM)

Descriptors: Departments, Foreign Countries, Secondary Education, Secondary School Teachers, Teacher Attitudes, Teacher Collaboration











Author: van Wessum, Loes

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12119&id=ED433343







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