The ability to work collaboratively with others is a key competence one needs today in working life (Decuyper, Dochy, & Van den Bosshe, 2010; Henttonen, Janhonen, & Johanson, 2013). However, teaching has traditionally been a very individual endeavor (Hargreaves, 2000; Hökkä, 2012). In other words, teachers have typically acted alone both in the planning and implementation of their teaching (Hargreaves, 1994). Recent studies have shown that teacher collaboration (i.e., collaboration between teachers) promotes, for example, student learning and efficiency in teaching (e.g., Vangrieken, Dochy, Raes, & Kyndt, 2015). Therefore, instead of the culture of teaching alone, more collaborative and sharing practices have been pursued (e.g., Hargreaves & Fullan, 2012; Sahlberg, 2015).
It is well known that changing a teaching culture is a very slow process (e.g., Hargreaves, 1994). In particular, the development of university teaching is very challenging because in the academic culture, research qualifications are more distinguished than teaching qualifications (Kreber, 2010). Therefore, it is very understandable that many university teachers spend more time promoting their research than developing their teaching. Teaching and the teaching culture meet also other typical and crucial changes, such as increased use of information and communications technology (ICT) at the university and other levels of education. To further advance the current teaching cultures in universities, new knowledge will be needed.
The aim of this study is to examine new features, namely collaboration between teachers and efforts outside of their classrooms that facilitate collaboration (Hargreaves, 2000; Vangrieken et al., 2015), in university teaching. The context of this study will be teaching development projects in which university teachers enhanced their teaching using ICT over a span of one year. More specifically, the research question is: What kinds of collaboration arise when university teachers enhance their teaching environments and practices with ICT? Based on the research literature (Gordon et al., 2009, Hämäläinen & Cattaneo, 2015; Hämäläinen & De Wever, 2013; Vagrieken et al., 2015), teacher collaboration will be examined at three different levels: 1) collaboration between teachers in each development project, 2) collaboration between teachers in their own units/departments (concerning these development projects), and 3) collaboration of examined teachers outside their units within or outside the university. The collaboration between teachers and students will not be examined in this study.
Decuyper, S., Dochy, F., & Van den Bosshe, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organizations. Educational Research Review, 5, 111-133. Gordon, J., Halasz, G., Krawczyk, M., Leney, T., Michel, A., Pepper, D., Putkiewicz, E., & Wisniewski, J. (2009). Key competences in Europe: Opening doors for lifelong learners across the school curriculum and teacher education. CASE Network Reports No. 87. Warsaw, Poland: CASE, Center for Social and Economic Research. Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. Hargreaves, A. (1994). Changing teachers, changing times. Teachers’ work culture in the postmodern age. New York: Teachers’ College Press. Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching, 6(2), 151–182. Hargreaves, A., & Fullan, M. (2012). Professional capital. Transforming teaching in every school. New York: Teachers College Press. Henttonen, K., Janhonen, M., & Johanson, J.-E. (2013). Internal social networks in work teams: structure, knowledge sharing and performance. International Journal of Manpower, 34(6), 616–634. Hämäläinen, R., & De Wever, B. (2013). Vocational education approach: New TEL settings—new prospects for teachers' instructional activities? International Journal of Computer-Supported Collaborative Learning, 8(3), 271–291. Hämäläinen, R., & Cattaneo, A. (2015). New TEL Environments for Vocational Education - Teacher's Instructional Perspective. Vocations and Learning: Studies in Vocational and Professional Education, 8(2), 135–157. Hökkä, P. (2012). Teacher educators amid conflicting demands: tensions between individual and organizational development. Jyväskylä Studies in Education, Psychology and Social Research 433. Kreber, C. (2010). Academics’ teacher identities, authenticity and pedagogy. Studies in Higher Education, 35(2), 171-194. Sahlberg, P. (2015). Finnish lessons 2.0. How can the world learn from educational change in Finland? New York: Teachers College Press. Vangrieken, K., Dochy, F. Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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