Teachers and Teaching, 1999

Introducción. La sociedad actual requiere la necesidad de trabajar en equipo de forma colaborativa, como han señalado distintas instancias internacionales entre las cuales se encuentra la UNESCO. Esta capacidad debe ser entrenada desde la enseñanza básica. Por este motivo, cobra especial interés que desde los centros de formación del profesorado de primaria se elaboren propuestas y nuevas prácticas que consideren esta modalidad de trabajo. Nuestro estudio pretende describir la percepción de un grupo de maestros de primaria sobre el aprendizaje cooperativo a partir de sus manifestaciones.

2019

This paper is a result of the assumptions of the importance of the professional development of early childhood education (ECE) teachers. Professional development is seen as a developmental process grounded in lifelong learning. While discussing the professional learning community as the optimal support in professional development, the paper discusses the role of professional associations in professional development. Aim of the research was to find teachers’ opinion whether the professional association contribute to their professional development. In order to ensure the best understanding of this problem, a research was conducted with the help of group interviews. Focus group participants were early childhood education teachers (N=6) who are also members of the Association of Preschool Educators “Krijesnice”. The analysis of the results indicated that ECE teachers highly value the need for their professional development. They also emphasize lifelong learning and motivation as prerequ...

ICERI proceedings, 2020

As schools currently face increasing complexity, teachers' work requires the development and consolidation of collaborative work practices that contribute to more efficient and effective regulation of teaching and learning processes. Research carried out in the context of teachers' collaborative work has highlighted its importance as one of the factors of change, development and improvement of teaching organizations [1], [2], [3], [4]. Thus, teacher collaboration is urgent, and now is the time for teacher collaboration to be considered as an institutional objective. In this sense, the primary purpose of this paper is to raise awareness about the dynamics of collaborative work among teachers from the Polytechnic Institute of Benguela. In order to respond to the research problem, three objectives were outlined, namely: i) to identify teachers' conceptions about teachers' collaborative work; ii) to characterize the work dynamics that teachers claim to develop and iii) to investigate factors that may facilitate or hinder the development of teachers' collaborative work. The methodology adopted in this research assumed a primarily exploratory nature. The empirical study took place in the academic year of 2018 at the Polytechnic Institute of Benguela. The main data collection technique was a survey by questionnaire, applied to all of the institution's 94 teachers, with 76 validated answers. Descriptive statistical analysis was the data analysis technique used. The main results of the study point to the predominance of teachers' individual work at the Polytechnic Institute of Benguela. They also reveal that teachers are aware of the benefits that collaborative work can bring to their professional development and express a willingness to experience more opportunities to develop collaborative work with colleagues.

PANORAMA, 2017

The objective of this work is to analyze the management executed by the principal as a tool for educational strengthening in elementary schools. This research is descriptive, non-experimental and cross-sectional. The population comprised 26 principals and 119 teachers. A Likert-type questionnaire was used, providing 3 alternatives for the answers, it was validated by experts, showing a reliability of rtt= 0.87 for principals and of rtt= 0.89 for teachers. Results showed that principals promote a set of activities aimed at transforming institutional values in concrete actions at medium level. On the other hand, students' needs are not acknowledged, the teacher is not intended to provide context, teachers needs are seldom taken into account and there is lack of recognition of their expectations in terms of reflecting on their practice, there is lack of promotion of equal opportunities and of an articulation between the institution and the community resulting from the inexistence of a proposal to promote conditions that allow healthy coexistence, since the school's principal's office fails to deploy efforts to achieve an improvement of the community's sociocultural system.

Introduction. Different international organisms, including UNESCO, insist on the importance of collaborative teamwork to face today's challenges. This skill should be fostered from the early stages of education, and consequently, it is particularly important that Primary School teacher training institutions draw up proposals and implement new practices which include this type of work. This paper attempts to describe how a group of Primary School teachers perceive cooperative learning based on their interview responses.

—The present work analyses the administration within a school organization from a pedagogical perspective, understanding that pedagogical coordination acts with the management, being responsible for coordinating the progress of the work in the organization, ensuring the articulation of interpersonal relations, the conditions for the personal and professional development of the people of the school. The research was carried out in one school maintained by Brazil's federal government, located in the city of Rio de Janeiro that is attended exclusively by students in the initial years of fundamental education. As instruments of data collection, a structured interview and a semi-open questionnaire were used. The obtained data were worked quantitatively, using percentage frequency, and qualitatively, using content analysis. It was concluded that, using knowledge management strategies, several opportunities for continuing teacher training in service take place in the planning meetings of the school's teaching team and considering that, the pedagogical actions are also planned in these meetings.

Group work is one of the teaching strategies used by teachers who attempt to make their teaching more effective. Collaborative work is an important aspect of group work. Even though group work is used by some teachers in their classrooms, there is a considerable variation in the extent and nature of such work. Therefore, it is necessary to examine group and collaborative work, to indicate their importance and the variable use of these techniques. In this study, firstly, collaborative work has been defined and then its importance, purposes, benefits for both students and teachers, and some problems that teachers confront in their classrooms have been discussed. Secondly, the variation between the teachers who are using group work, collaborative work, individual or whole class work have been explored and different kinds of group work have been described. Then, some research evidences on group work have been referenced and the consistency of results has been discussed. Finally, some recommendations for teachers in using group work and collaborative work have been made.

European Proceedings of Educational Sciences, 2022

Choosing a proactive approach, when regarding effective managerial communication, grants teachers the opportunity of learning good practices and behaviors through inter-assistance. In this context, the performance of the assistant teacher is well highlighted, through implementing and sharing examples of good habits at preschool level pupils. Our study aimed at showcasing different perspectives to the collective opinion within the inter-assistance programme about learning activities in kindergarten. The study was attended by 24 teachers in the second semester of the 2020-2021 school year. The structure of the studygroup was analyzed from several perspectives: their didactic functionality, degrees and qualifications and experience within the field. Research methods used were the following: analysis and drafting of school documents, systematic observation, questionnaire-based survey. Said questionnaire covered multiple items, among which: the viability of carrying out the inter-assistance programme; the systematization, management and evaluation of the proposed learning activities; documenting of used teaching strategies; as well as progress tracking and improved aspects. By observing and interpreting results, we were able to conclude that the outcome of the inter-assistance teaching programme had a positive impact: more than 90% of teachers involved state to have positively amended their approach when it comes to assessing and evaluating pedagogical activities. As proven by the current study, one can attest that the inter-assistance programme offers the opportunity to collaborate and to showcase and interactive and proactive approach by personalia, with collective implication in an interchange of good practices which can facilitate problem solving and better optimize the management of learning activities.

The socio-emotional competencies of teachers in rural primary schools in Yucatán (Atena Editora), 2024

La pandemia de COVID-19 transformó significativamente el ámbito educativo, resaltando la necesidad de abordar la salud socioemocional de docentes y estudiantes. Este estudio cualitativo, centrado en el análisis del discurso, explora cómo las competencias socioemocionales (SEC) de los docentes de escuelas primarias rurales en Yucatán afectan su percepción y preparación para implementar enfoques de aprendizaje socioemocional (SEL) en sus aulas. A través de círculos de lectura y reflexión, los docentes desarrollaron una mayor conciencia de sus propias emociones y su impacto en la enseñanza. Los resultados revelaron cuatro temas principales: empoderamiento personal, mejora en la comunicación, adaptabilidad y flexibilidad, y reflexión y autoconocimiento. Los docentes reportaron sentirse más seguros y capacitados para implementar SEL, mejorando la comunicación con estudiantes y familias, y adaptándose efectivamente a las necesidades individuales de sus alumnos. La autoexploración promovida por las sesiones de reflexión ayudó a los docentes a reconocer la importancia de sus SEC, fortaleciendo su compromiso con SEL y mejorando sus prácticas pedagógicas. Sin embargo, se identificaron varias limitaciones, incluyendo la reticencia inicial del personal docente, la muestra limitada del estudio y la duración del proyecto, lo que puede afectar la generalización de los resultados. El análisis subraya la importancia de la comunicación y la gestión emocional en la creación de relaciones positivas y un entorno de aprendizaje saludable. Este enfoque es fundamental para mejorar la calidad educativa y el bienestar de los estudiantes. La investigación concluye que atender las necesidades socioemocionales de los docentes no solo mejora su bienestar, sino que también tiene un impacto positivo en el rendimiento académico y la formación integral de los estudiantes, promoviendo una educación de excelencia.