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If teamteaching is the answerIf teamteaching is the answerwhat is the question?what is the question?
Svanhildur María ÓlafsdóttirSvanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
DiscussionsDiscussions
• The study and answers too my questions.
• Field of studies and academic findings.
• What facts make a difference in developing teamteaching?
Svanhildur María ÓlafsdóttirSvanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
The studyThe study
• This study is a qualitative research, conducted within three primary schools in Iceland in the fall 2007.
• The focus is on team teaching in schools where two or more teachers work together with a group of students and share the responsibility for teaching and learning.
• Data was collected in observations in meetings and classrooms and interviews with teachers and headmasters.
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
The study questions.The study questions.What ideas has teachers and headmasters about teamteaching?
What concepts do we need to have in planing, positions and management to support teamteaching in schools?
What characterize the cooperation and communcation
among teachers which work in a team?
Is teamteaching a support too the learning
community and schooldevelopment?
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
What ideas has teacher and principals What ideas has teacher and principals about team teaching? about team teaching?
In team teaching teachers work together with a group of students. They share a common responsibilitie in teaching, learning and conditions of the students.
At the same time the teachers are learning together with collaborations and conversations.
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Team teachingTeam teaching
• Teachers and headmasters acknowledge the benefits of working in teams where teachers share responsibility, gain support and plan together.
• The teachers also acknowledge that conversations about teaching and learning providing more ideas, opinions and new solutions.
• The benefit of team teaching lays in the collaboration where the strength of each teacher flourishes.
• Teacher say´s... You have a good group in the team, it so much to do... It is like a treasure, lot of ideas. You have 4 experience teachers who likes to try out new methods and ideas, than you can do what ever you want to do...
• Headmasters think that team teaching support more activity and development in teams.
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Field of studies and researchField of studies and researchTeamwork is a cooperation between two or more teachers wich emphasis on
students learning without common resonsibility on the student conditions on
daily basis. For exsample english teachers, math teachers.
Teamteaching involves common repsonsibility between two or more teachers
on learning and conditions of their students, teaching, daily cooporations and
colloboration with a group of students.
Studyteam is learning community two or more teachers which is build on common values, goals and scenario. There are teachers with different knowledge, learning of each other on daily work with a group of student. There flourish important conversation which emphasis on students learning and teaching beside evaluation, consideration and teachers learning in their proffession. (Andersen, 1998., Goetz, 2000., Kroll-Schawrts, 2004).
(Andersen, 1998., Goetz, 2000., Kroll-Schawrts, 2004.,Team teaching,1996).
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
What concepts do we need to have in planing, What concepts do we need to have in planing, positions and management to support positions and management to support
teamteaching in schools?teamteaching in schools?
• Schoolbuilding and facility• Timeschedule is the key• Time for cooperation, planing and meetings.• Teams need to authority, initiative and flexibility to
create the work from the schoolpolice• Teamleaders• Arrangement in teams, teamsize and how long
they have work together• Glear policy and role of the headmaster
Svanhildur María ÓlafsdóttirSvanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Field of studies and researchField of studies and research
In these studies the results indicate positive attitudes towards team teaching and team
learning. Teachers and headmasters acknowledge the benefits of working in teams but
when they are working together they show conservatism and they talk about its not
enough time, workload and less independence in work
But teachers belive that cooperation gives them opportunity to learn from each other,
Their strengths flourish and they got support form each other and the conversations give
them proffessional indepenence.
In Anna Kristín Sigurðardóttir study (2006) there are links between outcomes of the
schools and common vision of the teachers on schoolwork. Leading management and
work habits has the strongest link at efficient and outcomes of the school.
Svanhildur María ÓlafsdóttirSvanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Field of studies and researchField of studies and research
Harris, Hopkins and Jackson (2003) results shows that effective schooldevelopment is build on
formal and unformal teachers cooperation and communacation. There are indication that if teachers
support each other in teaching and learning there is a better outcomes on students learning.
Duncome and Armour (2004) results shows that teachers want to have the opportunite to learn from
each other on daily basis where they emphasis on activity, consideration and cooperation. They think
that schools need to change their planing, process and priorities to be more efffective.
Flowers longtime study shows that in 70 schools in Michigan, 2002 there are links between team
teaching, development of teaching methods and outcomes on students learning. The study shows that
they need time for cooperation and communacation, and also how long they have worked together
are facts wich has influence and show effectiveness in teamwork and students learning.
Sisse Kroll-Schwarts (2004) and Andersen and Peterson (1998) ideas shows that teams need to be
working together for at least 3-5 years to develope their work and learn to work together.
Svanhildur María ÓlafsdóttirSvanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
What characterize theWhat characterize thecooperation and communcation cooperation and communcation
among teachers which work in a team?among teachers which work in a team?
Collaborations about teaching and learning
Communcation between teachers in a team needs
-internally realitions
-qualification, knowledge and experience
-trust and respect
-considering their teaching and learning
-setting coals about working and to develope their teaching
and learning.
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Teaching methods and collaboration for teaching and learning.
• Multiple teaching and learning methods• Mutual responsibility and supervision • Mutual emphasis on students learning and similar
attitudes and vision on how to work in classrooms and with students, dicipline and rules.
• Teachers are active and interested in their work and always looking for ways to develope and improve their work arrangement in teaching and learning and in induvidual students affairs.
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Field of studies and researchField of studies and research
In this study I found same facts in collaboration among teachers as in other fields of
studies and recearch. Teachers think that teamteaching gives them oppurtunity to learn
from each other, it gives new ideas, resources and learning environment.
Teams who work a lot together are more ready to try new things, take risks, improve their
work and learn from each other. (Hargreaves, 1994; Flowers ofl. 2002; Jolly, 2007).
Most teams show with luxuriant work that they are ready and not afraid to try new things
and develope their work with students. Senge (1990) thinks that induviduals mature
more by working in teams, then alone. In a team they show not just an outstanding work
and outcomes they also learn to be an excellent learning comunity.
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Communacation in teams
In most teams there are mutal reponsibility and honest conversation in communacation both in classrooms and meetings.
Most teachers think that they are a team which works and develope their work together and they show each other mutual support, they listen to each others opinions, they have initiative and oppertunity to use their qualification, they share mutual reponsibility and the share trust and respect for each other
One of the teacher says: „We can put our proposals for the team and we all share decisions.Everybody can put their ideas and than in the end of the meeting wetake a mutal decision. Sometimes there are 4 different opinions that we dicuss and take a mutal decision.“
Svanhildur María ÓlafsdóttirSvanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
CommunicationHeadmasters and teachers think that considerations and
conversations of teachers about learning and teaching give back
more knowledge, developement and innovation in teachers work.
On daily basis and meetings teachers learn from each other and
how they can work with students.
None of the teams take special time for consideration, conversation
and staff developement. They use all the time to talk about
learning, teaching and conditions of their students not them selves.
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Field of studies and researchField of studies and research
Hargreaves (1994), Senge (1990), Andersen og Peterson (1998) Kroll Schwarts, (2004)
and Duncombe og Armour (2004) think it is important that teams build up professional
cooperation and communacation by setting goals for the team in learning and teaching
themselves not only the students.
Hargreaves (1994), Andersen and Peterson (1998) think we need to realize that each
team is build up by individuals and there need to be a balance between social and
induvidual facts concerning commitments, freedom, decision-making, outcomes, claims
and flexibility
They think it is important that the team develope teamthinking wich give positve activity
and encouragement to teammembers when they are planing and developing learning and
teaching both for students and themselves
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Field of studies and researchField of studies and research
Conversation is an important fact in teachers staff – developement and outcomes of the
teamwork. In studyteam teachers use every opportunitie in daily conversations to
develope their understanding and others of teaching and learning methods.
We need to understand the difference of professional conversation which lead to learning
and new solutions and common conversation wich can be one sided and block learning
and professional developement inside the team (Anna Kristín Sigurðardóttir, 2006;
Duncombe og Armour, 2004).
Gardno (1998) think that the team learn by conversations to resolve conflicts and learn
from their mistakes.
Argyris (1998) indicate that developing effective learning in teams is difficult task with
many obstacles. This is not a question of right behavior and external reasons it is about
inner communacation.
Svanhildur María ÓlafsdóttirSvanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Is teamteaching a support too the learning Is teamteaching a support too the learning community and schooldevelopment?community and schooldevelopment?
Headmasters think that teamteaching support the learning community and school developement through professional conversations. The study shows.
• Isatolation of teams• Introuductions between teachers• Self evaluation• There are litle links between teams
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Field of studies and researchField of studies and research
We need to work with the induviduals, their reality, knowledge,
experience, behavior and surroundings to create a learning community.
Teachers are the key for change in learning and teaching.
Learning of the induviduals are not a guarantee for the learning
communitiy
It is important to work with studyteams inside the schools. Teach them
to learn together and develope a common vision, understanding,
qualification and management. Than we create a learning community in
schools that learn.
(Hargreaves, 1994, 1995, Senge, 2000). Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Findings
• To develope the work of the team, it needs to learn to work with their communication and learning.
• Each school needs to define a plan wich indicates policy, time and space in staff development in teams.
• Such a plan needs to have goals about inner work of the team, planing and evaluation which support and strengthen the teams in work. Also we need to strengthen a professional conversation among teachers about communacation and teamthinking.
• Headmasters and teachers must have a guidance to work and talk together to greate a learning community.
Svanhildur María ÓlafsdóttirSvanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
Development of teamteacing Kroll Schwarts, 2004, Andersen og Peterson, 1998, Hargreaves, 2001
TeamworkTeamteachingStudyteams
Team-thinkingTeam-guidance
Cooporation Communication Conversation
Svanhildur María Ólafsdóttir Svanhildur María Ólafsdóttir skólastjóri Korpuskólaskólastjóri Korpuskóla
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