Zeitschrift für Pädagogik

Teacher Collaboration and Professional Learning

Examining Professional Development During a National Education Reform
Zusammenfassung

Teacher collaboration is an important feature of job satisfaction and self-efficacy for teachers. Moreover, the collaboration of teachers is important for adopting professional changes as professional development (PD) activities that include opportunities for collaboration have been shown to support teachers in improving classroom practice. This may even lead to higher student performance. Situated in the context of the Advanced Placement (AP) reform in the United States, we investigated the perceived importance of opportunities to collaborate with colleagues as a rationale to participate in PD (N = 3,725 teachers). The opportunity to collaborate with colleagues was a primary rationale why teachers selected PD activities. While this rationale is only slightly related to school and teacher characteristics, it was related to PD characteristics. Specifically, opportunities to collaborate with colleagues were important to teachers in selecting informal face-to-face (FtF) PD activities. We conclude that collaborative structures benefit all forms of teacher professional development.

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Beitrag
Teacher Collaboration and Professional Learning
Zeitschrift für Pädagogik (ISSN 0044-3247), Ausgabe 6, Jahr 2022, Seite 798 - 819

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Titel

Teacher Collaboration and Professional Learning

Zeitschrift

Zeitschrift für Pädagogik (ISSN 0044-3247), Ausgabe 6, Jahr 2022, Seite 798 - 819

DOI

10.3262/ZP2206798

Angebot für Bibliotheksnutzer:innen

Artikelseite content-select.com

Print ISSN

0044-3247

Verlag

Beltz Juventa

Autoren

Eric Richter / Tim Fütterer / André Meyer / Arthur Eisenkraft / Christian Fischer

Schlagwörter

Kooperation
Teacher Collaboration
Lehrkräftefortbildung
Social Contact
sozialer Austausch
Teacher Professional Development

Zeitschrift für Pädagogik 6/2022

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