Teacher collaboration as a factor for learning and school improvement. A case study;La colaboración docente como factor de aprendizaje y promotor de mejora. Un estudio de casos

Educacion XX1

Volumn 21, Issue 1, 2018, Pages 135-156

  Krichesky, Gabriela J ^a   Murillo, F Javier ^b  

^a UNIVERSIDAD TORCUATO DI TELLA   (Argentina)

^b UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

Author keywords

Educational innovation; Professional development; School improvement; Teacher collaboration

Indexed keywords

EID: 85041238502     PISSN: 1139613X     EISSN: 21745374     Source Type: Journal    
DOI: 10.5944/educXX1.15080     Document Type: Article

References (40)

1. Bolam, R., McMahon, A., Stoll, L., Thomas, S. & Wallace, M. (2005). Creating and sustaining professional learning communities. Research Report Number 637. Londres: General Teaching Council for England.
2. Butler, D. L. & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28(8), 1206-1220.
3. Crawford, M. (2012). Solo and distributed leadership: Definitions and dilemmas. Educational Management Administration & Leadership, 40(5), 610-620.
4. Day, Ch. (2005). Formar docentes: cómo, cuándo y en qué condiciones aprende el profesorado. Madrid: Narcea.
5. Donmoyer, R., Yennie-Donmoyer, J. & Galloway, F. (2012). The search for connections across principal preparation, principal performance, and student achievement in an exemplary principal preparation program. Journal of Research on Leadership Education, 7(1), 5-43.
6. DuFour, R., DuFour, R., Eaker, R. & Many, Th. (2010). Learning by doing. A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
7. Duke, D. L. (2006). What we know about improving low-performing schools. Phi Delta Kappan, 87(10), 728-734.
8. Escudero Muñoz, J. M. (2009). Comunidades docentes de aprendizaje, formación del profesorado y mejora de la Educación. Ágora para la Educación Física y el Deporte, 10, 7-31.
9. Gairín, J. (2000). Cambio de cultura y organizaciones que aprenden. Educar, 27, 31-85.
10. Glaser, B. y Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago, IL: Aldine Publishing Company
11. Goddard, R., Hoy, W. & Hoy, A. (2000). Collective teacher efficacy: Its meaning and meassure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
12. Grossman, P., Wineburg, S. & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.
13. Hargreaves, A. & Shirley, D. (2012). The Global Fourth Way. The Quest for Educational Excellent. Thousand Oaks, CA: Corwin Press.
14. Hopkins, D. (2010). A Teacher´s guide to Classroom Research. Maidenhead: Open University Press.
15. Hord, S. y Hirsh, S. (2008). Making the promise a reality. En A. Blankstein, P. Houston y R. Cole (Eds.), Sustaining Professional Learning Communities (pp. 23-40). Thousand Oaks, CA: Corwin Press.
16. Horn, I. & Little, J. (2010). Attending to problems of practice: Routines and resources for professional learning in teacheré workplace interactions. American Educational Research Journal, 47(1), 181-217.
17. Huberman, M. (1993). The model of the independent artisan in teachers’ professional relationships. En J. Little y M. McLaughlin (Eds.), Teachers’ Work: Individuals, Colleagues and Contexts (pp.11-50). Nueva York: Teachers College Press.
18. Huffman, J. & Hipp, K. (2003). Reculturing Schools as Professional Learning Communities. Lanham: Scarecrow Education.
19. Jäppinen, A., Leclerc, M. & Tubin, D. (2015). Collaborativeness as the core of professional learning communities beyond culture and context: evidence from Canada, Finland, and Israel. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, [online] DOI:10.1080/09243453.2015.1067235
20. King, M. y Bouchard, K. (2011). The capacity to build organizational capacity in schools. Journal of Educational Administration, 49(6), 653-669.
21. Lavié Martínez, J. M. (2004a). Micro-contextos para la colaboración docente: el caso de los equipos de ciclo. Revista de Educación, 335, 345-370.
22. Lavié Martínez, J. M. (2004b). Individualismo y privacidad en la cultura docente: revisando los argumentos. Revista Española de Pedagogía, 229, 439-454.
23. Lavié Martínez, J. M. (2006). Academic Discourses on School-Based Teacher Collaboration: Revisiting the Arguments. Educational Administration Quarterly, 42(5), 773-805.
24. Little, J. (1990). The persistence of privacy: autonomy and initiative in teacher´s professional relations. Teachers College Record, 91(4), 509-535.
25. Little, J. (2002). Locating learning in teachers´ communities of practice: opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917-946.
26. Little, J. & Horn, I. (2007). ´Normalizing´ problems of practice: converting routine conversation into a resource for learning in professional communities. En L. Stoll & K. S. Louis (Eds.), Professional Learning Communities: Divergence, Depth and Dilemmas (pp. 79-92). Columbus, OH: Open University Press.
27. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chicago Press.
28. Martin, P. C. (2014). Stumped by Student Needs: Factors in Developing Effective Teacher Collaboration. Electronic Journal for Inclusive Education, 3(2).
29. McLaughlin, M. & Talbert, J. (2006). Building School-Based Teacher Learning Communities. Professional strategies to improve student achievement. Nueva York: Teacher´s College Press.
30. Muijs, D. & Rumyantseva, N. (2014). Coopetition in education: Collaborating in a competitive environment, Journal of Educational Change, 15(1), 1-18.
31. Rosenholtz, S. (1989). Teachers Workplace: The Social Organization of Schools. White Planis, NY: Longman.
32. Sarason, S. (1982). Culture of the school and the problem of change. Boston: Allyn & Bacon.
33. Sebastian, J. & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48(4), 626-663.
34. Senge, P. (2002). La Quinta Disciplina: Escuelas que Aprenden. Bogotá: Norma.
35. Silins, H. & Mulford, W. (2004). Schools as Learning Organizations. Effects on Teacher Leadership and Student Outcomes. School Effectiveness and School Improvement, 15(3-4), 443-466.
36. Smyth, J. (2001). Critical politics of teachers work: An Australian perspective. Nueva York: Peter Lang.
37. Szczesiul, S. (2014). The [un]spoken challenges of administrator collaboration: An exploration of one district leadership team’s use of protocols to promote reflection and shared theories of action. Journal of Educational Change, 15(4), 411-442.
38. Szczesiul, S. & Huizenga, J. (2014). The burden of leadership: Exploring the principal’s role in teacher collaboration. Improving Schools, 17(2), 176-191.
39. Thoonen, E., Sleegers, P., Oort, F. & Peetsma, T. (2012). Building school-wide capacity for improvement: The role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23(4), 441-460.
40. Vescio, V., Ross, D. & Adams, A. (2008). A review of research on the impact of profesional learning communities on teaching practice and student learning. Teaching and teacher education, 24(1), 80-91.