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Teachers' informal cooperation for professional development: belief, background and experience

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Document pages: 14 pages

Abstract: This paper introduces the results of a study on Teachers views, beliefs and experience of school-based informal cooperation in promoting professional development. This study explores the relationship between teachers beliefs about colleagues collective efficacy, school capital and culture and school-based cooperative learning. The main source of evidence used was a survey of 1025 primary and secondary school teachers in three geographical regions of Chile. The main results show that teachers hold a positive attitude towards the collective efficacy of school colleagues and students, while hold a negative attitude towards the contribution of parents. In terms of collaboration, teachers generally hold positive beliefs about the role of collaboration in professional learning, but in fact, they hold positive beliefs about the role of collaboration in English learning more in the “weaker” types of collaboration such as “sharing ideas” and “talking about teaching problems” and less in the more demanding ones such as “mutual lesson observation” and “team teaching.” Differences in teachers’ views, beliefs, and experience were examined in terms of level of teaching (primary secondary), urban rural location, school type (public and private), and school size.

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