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Er samvinna lykill að skólaþróun?: samanburður á bekkjarkennsluskólum og teymiskennsluskólum

Er samvinna lykill að skólaþróun?: samanburður á bekkjarkennsluskólum og teymiskennsluskólum


Titill: Er samvinna lykill að skólaþróun?: samanburður á bekkjarkennsluskólum og teymiskennsluskólum
Aðrir titlar: Comparison of co-operation, interaction and school development in team teaching schools and schools where teachers teach alone
Höfundur: Sigurgeirsson, Ingvar
Kaldalóns, Ingibjörg
Útgáfa: 2017-12-12
Tungumál: Íslenska
Umfang: 24 bls.
Háskóli/Stofnun: Háskóli Íslands
University of Iceland
Svið: Menntavísindasvið (HÍ)
School of education (UI)
Birtist í: Netla ársrit 2017;
ISSN: 1670-0244
Efnisorð: Skólaþróun; Grunnskólar; Samvinna; Grunnskólakennarar
URI: https://hdl.handle.net/20.500.11815/609

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Tilvitnun:

Ingvar Sigurgeirsson Ingibjörg Kaldalóns. (2017). Er samvinna lykill að skólaþróun? Samanburður á bekkjarkennsluskólum og teymiskennsluskólum. Netla – Veftímarit um uppeldi og menntun. Menntavísindasvið Háskóla Íslands. Sótt af http://netla.hi.is/greinar/2017/ryn/10.jpg

Útdráttur:

 
Tilgangur þessarar rannsóknar var að skoða hvort munur væri á samvinnu, samskiptum og skólaþróun í bekkjarkennsluskólum og teymiskennsluskólum á grunnskólastigi. Með bekkjarkennslu er átt við starfshætti þar sem hver kennari er með sinn bekk, námsgrein eða námsgreinar og undirbýr kennslu einn og kennir einn. Í teymiskennsluskólum eru tveir eða fleiri kennarar samábyrgir fyrir bekk eða námshópi að einhverju eða öllu leyti og undirbúa kennslu og kenna saman. Rannsóknin byggðist á gögnum úr spurningakönnunum meðal nemenda og starfsfólks í sex bekkjarkennsluskólum og níu teymiskennsluskólum úr rannsókn á starfsháttum í grunnskólum sem gerð var 2009– 2013 (Gerður G. Óskarsdóttir, 2014). Rafrænir spurningalistar voru sendir starfsfólki skólanna í fjórum áföngum skólaárið 2009–2010, en könnun meðal nemenda var gerð í skólunum haustið 2010. Niðurstöður sýndu, eins og vænta mátti, að mun meiri áhersla var lögð á samvinnu í teymiskennsluskólunum og hún var umfangsmeiri og nánari, en í bekkjarkennsluskólunum. Fleiri kennarar í teymiskennsluskólunum áttu daglegt samstarf og fleiri unnu saman hlið við hlið; kenndu með öðrum kennara eða kennurum í sama kennslurými. Jafnframt voru fagleg tengsl teymiskennslukennara betri og þeir töldu sig fá betri stuðning skólastjórnenda. Samskipti nemenda í teymiskennsluskólunum mældust betri en samskipti nemenda í bekkjarkennsluskólunum, og átti það hvort tveggja við um samskipti þeirra innbyrðis og við starfsfólk. Þá gáfu nemendur teymiskennsluskólanna kennurum sínum betri einkunnir þegar þeir mátu viðhorf þeirra og viðmót í sinn garð, til dæmis hvort kennarar sýndu skoðunum þeirra áhuga, leiðbeindu þeim og hvöttu þá. Þróunarstarf var talsvert meira í teymiskennsluskólum en bekkjarkennsluskólum og þar gekk betur að innleiða breytingar. Þá virtust starfshættir í teymiskennsluskólunum lýðræðislegri en í bekkjarkennsluskólunum; kennarar fyrrnefndu skólanna komu meira að ákvörðunum um starfsþróun og breytingastarf. Áríðandi virðist vera að halda áfram rannsóknum á starfsháttum í teymiskennsluskólum og árangri þeirra.
 
The purpose of this research was to compare cooperation, communication and school development in team teaching schools versus schools in which teachers teach alone. In team teaching schools two or more teachers are responsible for planning and operating teaching to a larger group of students. The data for this research comes from a multi method research project conducted in twenty Icelandic compulsory schools in 2009–2013 (Gerður G. Óskarsdóttir, 2014). Four electronic questionnaires were emailed to teachers and other academic school staff in the school year 2009–2010 with a response rate of 80–92%. The analysis presented in this article is based on answers from 15 of the schools, omitting responses from schools in which both team teaching and teaching where teachers taught alone was found. The findings reported here are based on responses from 590 teachers and other academic staff; 324 from the team teaching schools and 266 from schools in which teachers teach alone. An electronic questionnaire was administered to a sample of 2,119 students in grades 7–10 in 14 of the participating schools; that is, all of the 20 schools offering instruction in these grades. The sample was randomly selected if there were three or more class divisions in each year. However, all students participated in smaller schools. The response rate was 86%. Three of the team teaching schools offered instruction in grades 7–10, whereas all the schools where teachers teach alone offered teaching in these grades. Answers were received from 402 students in the team teaching schools and 694 students in the schools where teachers teach alone. As could be expected, more emphasis was placed on cooperation in the team teaching schools where it was both more extensive and closer. Furthermore, teachers in the team teaching schools considered their professional collaboration better and staff discussions more open and critical; thus they found it easier to express themselves to colleagues compared to the teachers in schools where teachers worked alone. The staff in team teaching schools also felt they received better support from the principals. Relations between students and teachers can be considered good in the schools overall, but were significantly better with principals and other staff in the team teaching schools. Also of interest is the fact that the team teachers showed greater interest towards students’ opinions; they gave more praise and were better at helping students understand how they could improve their work and learn more. Finally, school development projects were more common in the team teaching schools and the implementation of change was considered much smoother, as well as being more often teacher-initiated. In contrast to teachers who teach alone, a higher number of teachers in the team teaching schools claim that professional development is an effective part of school work, that it is organized in cooperation with the staff, and that members of staff are more actively engaged in decisions that have to do with changes within the school. Teamteaching teachers also more commonly believe that both internal and external evaluation measures are important for school development and improvement. The authors discuss the implications of this research for school development and teacher education in Iceland. For example, they point out that the findings are so conclusively in favour of the team teaching approach that the focus is bound to shift toward making team teaching the general rule, instead of the model in which each teacher faces a class alone
 

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