This study examined the effects of collaboration between teachers on professional capital, focusing on collaborative activities being conducted in and out of school centered on the professional learning community. In particular, this study divided the collaborative activities of teachers into three ...
This study examined the effects of collaboration between teachers on professional capital, focusing on collaborative activities being conducted in and out of school centered on the professional learning community. In particular, this study divided the collaborative activities of teachers into three types: class observation, class openness and participation in voluntary research activities inside and outside the school. The study examined the effects of each type of collaboration on teachers' professional capital specifically. For this purpose, this study conducted a survey of elementary school teachers in Gyeongnam, and a total of 1,340 surveys were collected and used for analysis. The main results of this study are as follows. First, it was found that both happy schools and general schools had a high level of professional capital (human capital, social capital, and decision-making capital) of teachers who participated in collaborative activities regardless of the types of teacher collaboration. Second, even after controlling the variables on teachers' professional capital, collaboration activities positively influenced teachers' professional capita, and participation in voluntary research activities inside and outside the school had a greater influence on teachers' professional capital than class openness and observation. Finally, factors such as gender, teaching career, teacher efficacy, and the climate of collaboration between teachers had a significant influence on teachers' professional capital. Based on the results of this study, we suggested on the implications for operating a professional learning community based on teacher collaboration and enhancing teachers’ professional development.
This study examined the effects of collaboration between teachers on professional capital, focusing on collaborative activities being conducted in and out of school centered on the professional learning community. In particular, this study divided the collaborative activities of teachers into three types: class observation, class openness and participation in voluntary research activities inside and outside the school. The study examined the effects of each type of collaboration on teachers' professional capital specifically. For this purpose, this study conducted a survey of elementary school teachers in Gyeongnam, and a total of 1,340 surveys were collected and used for analysis. The main results of this study are as follows. First, it was found that both happy schools and general schools had a high level of professional capital (human capital, social capital, and decision-making capital) of teachers who participated in collaborative activities regardless of the types of teacher collaboration. Second, even after controlling the variables on teachers' professional capital, collaboration activities positively influenced teachers' professional capita, and participation in voluntary research activities inside and outside the school had a greater influence on teachers' professional capital than class openness and observation. Finally, factors such as gender, teaching career, teacher efficacy, and the climate of collaboration between teachers had a significant influence on teachers' professional capital. Based on the results of this study, we suggested on the implications for operating a professional learning community based on teacher collaboration and enhancing teachers’ professional development.
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