Improving teaching, teamwork, and school organization. Collaboration networks in school teams
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Authors
Author (Corporation)
Publication date
01/2023
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Teaching and Teacher Education
Special issue
DOI of the original publication
Link
Series
Series number
Volume
121
Issue / Number
Pages / Duration
1-17
Patent number
Publisher / Publishing institution
Elsevier
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
Whereas previous studies on teacher collaboration have focused almost exclusively on improving teaching, this paper investigates collaboration in three highly important school improvement areas. Data for three collaboration networks were collected in four secondary schools in Switzerland in 2018 on teachers exploring new ideas on teaching (teaching improvement), teamwork (team improvement), and school organization (organizational improvement). Using social network analysis, we examined to what extent the collaboration networks overlap, how network structures differ, and what factors explain these differences. The results revealed substantial differences between collaboration in the three areas. This suggests that future research should examine collaboration from a multidimensional network perspective.
Keywords
Teacher collaboration, School improvement, Social network analysis, Exponential random graph model (ERGM)
Subject (DDC)
Event
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ISBN
ISSN
1879-2480
0742-051X
0742-051X
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
Wullschleger, A., Vörös, A., Rechsteiner, B., Rickenbacher, A., & Maag Merki, K. (2023). Improving teaching, teamwork, and school organization. Collaboration networks in school teams. Teaching and Teacher Education, 121, 1–17. https://doi.org/10.1016/j.tate.2022.103909