Preconditions of teachers’ collaborative practice
Previous findings on the preconditions of teachers’ collaboration are inconsistent. This might be related to the research methods used to assess the teachers’ collaborative practice. Retrospective assessments by self-report on a relatively general level prevail. The validity of these self-reports i...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
EARLI
2022-04-01
|
| Series: | Frontline Learning Research |
| Subjects: | |
| Online Access: | https://journals.sfu.ca/flr/index.php/journal/article/view/911 |
| _version_ | 1818009335468392448 |
|---|---|
| author | Katharina Maag Merki Urs Grob Beat Rechsteiner Ariane Rickenbacher Andrea Wullschleger |
| author_facet | Katharina Maag Merki Urs Grob Beat Rechsteiner Ariane Rickenbacher Andrea Wullschleger |
| author_sort | Katharina Maag Merki |
| collection | DOAJ |
| description |
Previous findings on the preconditions of teachers’ collaboration are inconsistent. This might be related to the research methods used to assess the teachers’ collaborative practice. Retrospective assessments by self-report on a relatively general level prevail. The validity of these self-reports is limited, however. In contrast, time-sampling methods have the potential to investigate collaborative practice specifically and longitudinally as a day-to-day process over time validly. But to date, no research on collaborative activities in schools based on time-sampling methods is available. In this study, we extended the current state of research by analysing the variability and preconditions of teachers’ collaboration at four secondary schools over three weeks based on time-sampling data collected by a newly developed online practice log. Recorded were collaborative activities outside of teaching with a focus on administrative and organisational tasks and on school subject-specific tasks. The results revealed that teachers’ collaborative activities varied significantly between weekdays, showing a linear decrease from Monday to Friday, regardless of the content of collaboration. Collaboration that focused on administrative-organisational tasks seemed to be quite stable over the weeks and was hardly influenced by teachers’ individual characteristics. Instead, collaborative activities that focused on school subject-specific tasks varied significantly between weeks; moreover, they were influenced by teachers’ leadership role and gender. The results indicate that rather stable routinised patterns of day-to-day collaboration over the weeks decrease the influence of teachers’ individual characteristics. Hence, by collecting data that is closer to content-specific day-to-day collaborative activities, time-sampling methods can be seen as a driver for new insights.
|
| first_indexed | 2024-04-14T05:41:38Z |
| format | Article |
| id | doaj.art-e087529546254d60b3d0f1e1034de7b0 |
| institution | Directory Open Access Journal |
| issn | 2295-3159 |
| language | English |
| last_indexed | 2024-04-14T05:41:38Z |
| publishDate | 2022-04-01 |
| publisher | EARLI |
| record_format | Article |
| series | Frontline Learning Research |
| spelling | doaj.art-e087529546254d60b3d0f1e1034de7b02022-12-22T02:09:26ZengEARLIFrontline Learning Research2295-31592022-04-0110110.14786/flr.v10i1.911Preconditions of teachers’ collaborative practiceKatharina Maag Merki0Urs Grob1Beat Rechsteiner2Ariane Rickenbacher3Andrea Wullschleger4University of Zurich, SwitzerlandUniversity of Zurich, SwitzerlandUniversity of Zurich, SwitzerlandUniversity of Zurich, SwitzerlandUniversity of Zurich, Switzerland Previous findings on the preconditions of teachers’ collaboration are inconsistent. This might be related to the research methods used to assess the teachers’ collaborative practice. Retrospective assessments by self-report on a relatively general level prevail. The validity of these self-reports is limited, however. In contrast, time-sampling methods have the potential to investigate collaborative practice specifically and longitudinally as a day-to-day process over time validly. But to date, no research on collaborative activities in schools based on time-sampling methods is available. In this study, we extended the current state of research by analysing the variability and preconditions of teachers’ collaboration at four secondary schools over three weeks based on time-sampling data collected by a newly developed online practice log. Recorded were collaborative activities outside of teaching with a focus on administrative and organisational tasks and on school subject-specific tasks. The results revealed that teachers’ collaborative activities varied significantly between weekdays, showing a linear decrease from Monday to Friday, regardless of the content of collaboration. Collaboration that focused on administrative-organisational tasks seemed to be quite stable over the weeks and was hardly influenced by teachers’ individual characteristics. Instead, collaborative activities that focused on school subject-specific tasks varied significantly between weeks; moreover, they were influenced by teachers’ leadership role and gender. The results indicate that rather stable routinised patterns of day-to-day collaboration over the weeks decrease the influence of teachers’ individual characteristics. Hence, by collecting data that is closer to content-specific day-to-day collaborative activities, time-sampling methods can be seen as a driver for new insights. https://journals.sfu.ca/flr/index.php/journal/article/view/911teacher collaborationtime-sampling methodonline practice log |
| spellingShingle | Katharina Maag Merki Urs Grob Beat Rechsteiner Ariane Rickenbacher Andrea Wullschleger Preconditions of teachers’ collaborative practice Frontline Learning Research teacher collaboration time-sampling method online practice log |
| title | Preconditions of teachers’ collaborative practice |
| title_full | Preconditions of teachers’ collaborative practice |
| title_fullStr | Preconditions of teachers’ collaborative practice |
| title_full_unstemmed | Preconditions of teachers’ collaborative practice |
| title_short | Preconditions of teachers’ collaborative practice |
| title_sort | preconditions of teachers collaborative practice |
| topic | teacher collaboration time-sampling method online practice log |
| url | https://journals.sfu.ca/flr/index.php/journal/article/view/911 |
| work_keys_str_mv | AT katharinamaagmerki preconditionsofteacherscollaborativepractice AT ursgrob preconditionsofteacherscollaborativepractice AT beatrechsteiner preconditionsofteacherscollaborativepractice AT arianerickenbacher preconditionsofteacherscollaborativepractice AT andreawullschleger preconditionsofteacherscollaborativepractice |