scholarly journals University-Based Collaborative Pre-service-Mentor Teacher Teams: A Model for Classroom-Based Inquiry

2013 ◽  
Vol 15 (1) ◽  
pp. 623-623
Author(s):  
Ronald Beebe ◽  
Diane Corrigan
Keyword(s):  
Mentor Teacher ◽  
Teacher Teams

scholarly journals Teachers’ professional collaboration and trust relationships: An inferential social network analysis of teacher teams

2021 ◽  
pp. 003452372110315
Author(s):  
Nina Kolleck ◽  
Johannes Schuster ◽  
Ulrike Hartmann ◽  
Cornelia Gräsel
Keyword(s):  
Social Network ◽  
Teacher Collaboration ◽  
Classroom Practices ◽  
Research Literature ◽  
School Level ◽  
Teacher Teams ◽  
Exponential Random Graph Models ◽  
Network Analyses ◽  
Trust Relationships ◽  
General Network

In recent years, teachers around the world have been increasingly confronted with various expectations concerning the improvement of their classroom practices and school activities. One factor widely acknowledged to facilitate school and classroom improvement is a strong collaborative culture among teachers. As such, teachers are expected to work in teacher teams, to collaborate closely with colleagues, to co-construct classroom practices, and thus to strengthen trust relationships within the team. A growing number of researchers has analyzed how teachers address these expectations. They suggest that there is a link between teachers’ embeddedness in collaboration networks and teachers’ trust relationships. The present study seeks to contribute to the research literature by presenting results of Social Network Analyses (SNA) and exponential random graph models (ERGMs) on teacher collaboration in nine secondary schools in Germany (N = 366 teachers). We investigate how the involvement of teachers in co-constructive collaboration in schools, measured by the amount of team teaching (TT), relates to teachers’ trust levels. Results of our analyses suggest that a high amount of TT is not necessarily related to a higher degree of trust among teachers at the school level. However, a high involvement of teachers in TT is related positively to their being perceived as trustworthy. Furthermore, the emergence of trust relations in teacher networks depends on general network characteristics, such as homophily, reciprocity and transitivity.

The revitalized tutoring center

2017 ◽  
Vol 98 (5) ◽  
pp. 61-66
Author(s):  
Jeremy Koselak
Keyword(s):  
High School ◽  
Graduation Rates ◽  
Dramatic Improvement ◽  
Opportunity Gap ◽  
Teacher Teams ◽  
Peer Tutors ◽  
School Day ◽  
Community Volunteers

One high-leverage strategy rooted in a strong research base — the revitalized tutoring center — provides a wealth of opportunity to students who may be otherwise underserved. This embedded, open-all-day tutoring center supports collaborative teacher teams by using peer tutors and community volunteers. By centralizing resources and providing supports during the school day, free to all students and targeted to some, the center helps schools close the opportunity gap without overburdening teachers, schedules, or budgets. One high school in Colorado that implemented the approach experienced a dramatic improvement in on-time graduation rates.

scholarly journals Tiimit opettajien perinteisten työkäytäntöjen murtajina

1999 ◽  
Vol 19 (3) ◽  
pp. 250-256
Author(s):  
Merja Kärkkäinen
Keyword(s):  
Elementary School ◽  
Longitudinal Study ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Work Practices ◽  
Teacher Teams

Artikkelin kirjoittaja kertoo väitöskirjastaan, joka käsittelee opettajatiimissä tapahtuvan opetuksen suunnittelun onnistumisen edellytyksiä ja esteitä. – Koulut ovat murrosvaiheessa ja opettajien työtapa on muuttumassa yksilöllisestä luokkahuonetyöskentelystä tiimimäisemmäksi ja verkostomaisemmaksi työtavaksi. Tiimipuheen laatu on merkittävää tiimityön ja opetuksen suunnittelun onnistumisen kannalta. Tiimin kehitys ei ole kuitenkaan lineaarista ja mitattavissa vain yhdellä ulottuvuudella. Tiimin toiminta saattaa samanaikaisesti sekä kehittyä että taantua sen toimintajärjestelmän eri elementtien osalta. – Lectio praecursoria. Merja Kärkkäinen puolusti väitöskirjaansa ”Teams os breakers of traditiona! work practices – A longitudinal study of planning and implementing curriculum units in elementary school teacher teams” Helsingin yliopiston kasvatustieteellisessä tiedekunnassa 20.8.1999 vastaväittäjänä tohtori Terttu Tuomi-Gröhn.

scholarly journals Tematikken i veiledningssamtaler: forgrunn og bakgrunn

2016 ◽  
Vol 10 (3) ◽  
pp. 1
Author(s):  
Sissel Østrem
Keyword(s):  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Mentor Teacher ◽  
Research Questions ◽  
Point Of Departure

Denne artikkelen setter søkelys på fagdidaktikkens plass i veiledningssamtaler med lærerstudenter og nyutdannede lærere. Utgangspunktet er to studier der tematikken i veiledningssamtaler ble undersøkt gjennom språkets utpekende funksjon. Orientering rundt fagdidaktikk var lite framtredende i disse samtalene, og i stedet dominerte generelle didaktiske spørsmål. Forskningsspørsmålene innebærer en undring over hvorfor forhold ved fagene ikke blir tydeligere uttrykt i yrkesfaglig veiledning, og samtidig stiller jeg spørsmål om hvordan veiledning eventuelt kan bidra til at fagdidaktiske spørsmål blir belyst. Jeg hevder at noviser trenger hjelp til å rette blikket mot vesentlige spørsmål som gjelder yrkesutøvelsen, der også fagdidaktikk må inngå. En mer pågående veilederrolle enn det som ser ut til å være dagens praksis, blir av den grunn foreslått og diskutert.Nøkkelord: yrkesfaglig veiledning, læringspotensial, didaktikk, fagdidaktikk, språkets utpekende funksjon, veilederrollenAbstractThis article highlights subject matter knowledge in mentoring conversations and takes its point of departure in two studies where the topics in mentoring conversations were investigated through the use language. General didactic concerns dominated the conversations at the expense of themes related to subject matter. Astonishment about this fact led to the research questions focusing on the reasons for the lack of concerns about subject matter knowledge in mentoring. How mentoring eventually can contribute in giving subjects, a more prominent position in such conversations is discussed. Novices need help to keep the importance of subject matter knowledge in mind when discussing the most substantial questions in teaching. A more dynamic mentor role is suggested and discussed.Key words: mentoring, didactics, role of mentor teacher

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