专业学习社区和合作教学实践中教师合作的检验

Q2 Social Sciences
Yusra Jadallah Abed Khasawneh, R. Alsarayreh, Adnan Ahmad Al Ajlouni, H. Eyadat, M. Ayasrah, M. Khasawneh
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引用次数: 0

摘要

本研究旨在探讨专业学习社群内教师合作与合作教学实践对学生专业成长与学业成就的影响。本研究采用混合方法研究设计,结合定性和定量研究方法。本研究包括从K-12教育工作者那里获得的调查反馈和访谈记录,他们目前从事专业学习社区(plc)或合作教学方法。本研究的发现有可能加强现有关于教师合作的文献,并为教育工作者、政策制定者和研究人员提供有价值的视角,以指导在专业学习社区(plc)和合作教学方法中促进有效教师合作的最佳策略。本研究旨在探讨专业学习社群内教师合作与合作教学实践对学生专业技能发展与学业成就的影响。本研究的结果强调了认识到合作教学方法对学生学业成就的有利影响的重要性。这就需要为协作活动提供足够的时间,鼓励教育机构内的支持性领导,并为协作分配足够的资源。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An examination of teacher collaboration in professional learning communities and collaborative teaching practices
The present study aims to examine the influence of teacher collaboration within professional learning communities (PLCs) and collaborative teaching practices on both the professional growth and academic achievement of students. The study employed a mixed-methods research design that  incorporated both qualitative and quantitative research methodologies. This research comprises both survey responses and interview transcripts obtained from K-12 educators who are currently engaged in Professional Learning Communities (PLCs) or collaborative teaching methodologies. The findings of this study have the potential to enhance the existing literature on teacher collaboration and furnish educators, policymakers, and researchers with valuable perspectives to steer optimal strategies for promoting effective teacher collaboration in Professional Learning Communities (PLCs) and collaborative teaching approaches. The objective of the research is to investigate the influence of teacher collaboration within Professional Learning Communities (PLCs) and collaborative teaching practices on the development of professional skills and academic achievements of students. The results of this study underscore the importance of recognizing the advantageous effects that collaborative teaching methodologies can have on the academic achievements of students. This necessitates the provision of adequate time for collaborative activities, encouraging supportive leadership within educational institutions, and allocating sufficient resources for collaboration.
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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
32
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