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Download full textPertel, Tiia; Laine, Sari; Saaranen, Terhi; Hansen, Siivi; Lepp, Kädi; Liiv, Krystiine; Tossavainen, Kerttu – International Journal of Higher Education, 2018
This article examines whether a three-year learning-based work community intervention resulted in changes in working community-related interaction factors and occupational well-being among Finnish and Estonian school staff. It reports the types of changes in working community-related interaction factors and their associations to the subjective…
Descriptors: Foreign Countries, Intervention, Interaction, School Personnel
Direct linkKaarby, Karen Marie Eid; Lindboe, Inger Marie – Higher Education Pedagogies, 2016
The article focuses on the workplace as a learning environment in work-based early childhood teacher education in Norway. The main question is: Which understandings of the workplace as a learning environment are to be found in regulations and policy documents, among students and among staff managers? Taking as the point of departure, a theoretical…
Descriptors: Foreign Countries, Workplace Learning, Educational Environment, Early Childhood Education
Mazereeuw, Marco; Wopereis, Iwan; McKenney, Susan – Educational Research and Evaluation, 2016
Extended Teams (ETs), in which teachers and workplace supervisors are jointly responsible for the quality of education, were established to solve problems concerning school-workplace connections in vocational and professional education. Six ETs were investigated during their 1st year of collaboration. In addition to recordings of ET meetings,…
Descriptors: Vocational Education, Teamwork, Work Environment, School Business Relationship
Nelson, Julie A. Peterson; Caldarella, Paul; Adams, Michael Brandon; Shatzer, Ryan H. – American Secondary Education, 2013
Successful schools acknowledge that collective responsibility for student learning occurs when strong teacher relationships and collegiality are present, but few school interventions are aimed at improving outcomes for teachers. In this study, a nonequivalent wait-list control group design was used to test the effects of teacher-to-teacher written…
Descriptors: Teacher Attitudes, Collegiality, Control Groups, Junior High Schools
Giles-Weeks, Veda – ProQuest LLC, 2014
Age related demographic changes, within public school organizations are resulting in leadership challenges in leveraging organizational knowledge across four unique generational cohorts. Competitive success within schools has linkages to organizational cohesiveness and knowledge management (KM). Generational cohorts maintain values affecting…
Descriptors: Case Studies, Leadership Styles, Communities of Practice, Knowledge Management
Singh, S. K. – South African Journal of Higher Education, 2011
The school environment is a very dynamic sphere. Changes continually take place in educational policy, curriculum and in a school's physical and social environment. A teacher who wants to be effective in such an environment has to adapt to these changes. Continuous professional development of teachers is essential to addressing the gaps in…
Descriptors: Feedback (Response), Inservice Teacher Education, Work Environment, Educational Environment
Brouwer, Patricia; Brekelmans, Mieke; Nieuwenhuis, Loek; Simons, Robert-Jan – Journal of Educational Administration, 2012
Purpose: The first aim of this study is to explore to what extent communities of practice occur in the school workplace. The second aim is to explore the relation between communities of practice and diversity in composition of teacher teams. Design/methodology/approach: Quantitative as well as qualitative data were gathered from seven teacher…
Descriptors: Communities of Practice, Learning Activities, Observation, Work Environment
Admiraal, Wilfried; Lockhorst, Ditte – Journal of Workplace Learning, 2012
Purpose: Teacher communities might create excellent conditions for teacher learning in schools, such as a teacher dialogue. The way teachers perceive and interpret these conditions seems to be crucial for their effects on learning. Therefore, the purpose of this paper is to develop and test the Sense of Community in School Scale (SCSS).…
Descriptors: Teacher Attitudes, Collegiality, Measures (Individuals), Individual Differences
Harteis, Christian; Bauer, Johannes; Gruber, Hans – International Journal of Educational Research, 2008
Workplace learning circumscribes processes leading to the development of competencies and skills through daily work. It is of increasing importance for many modern enterprises, which consider themselves as being learning organisations, to make use of the potential of their employees in order to be competitive within global markets. Dealing with…
Descriptors: Experiential Learning, Error Correction, Learning Processes, Communities of Practice
Gammelgaard, Jens – Behaviour & Information Technology, 2010
This article explores how Computer Sciences Corporation (CSC) manages knowledge retrieval by employees when they need to access documents written by colleagues in geographically distant units. CSC's establishment of virtual communities of practice facilitates the coordination of knowledge, and minimises contextual gaps between senders and…
Descriptors: Foreign Countries, Socialization, Communities of Practice, Knowledge Management
Matoti, S. N. – South African Journal of Higher Education, 2010
The article examined the perceptions of educators regarding their concerns and fears about the current state of education in South Africa. The target population for the study comprised of all the educators enrolled for the B.Ed. (Hons.) programme in Educational Management at the Central University of Technology, Free State in 2008. This group of…
Descriptors: Communities of Practice, Graduate Students, Teaching (Occupation), Outcome Based Education
Tillema, Harm; van der Westhuizen, Gert J. – Teachers and Teaching: Theory and Practice, 2006
In this article knowledge productivity, a process that creates conceptual artifacts, is used as a way to investigate the outcomes of collaborative and enquiry-oriented activity by teaching professionals. It is an outcome of the motivation to learn (self-regulation) in that it studies the issues from different professional perspectives (reflection…
Descriptors: Learning Motivation, Work Environment, Professional Development, Teacher Collaboration
