Session Information
01 SES 13 A, Research Perspectives on Team Teaching
Paper Session
Contribution
When hit by the pandemic of COVID-19 in the spring of 2020, educational systems across the globe faced the biggest challenge in the modern era. Due to regional or national regulations, schools were closed or their operation drastically restricted. In this unexpected, new environment, teachers were forced to find ways to reach and teach their students and transfer their classes to a sudden emergency remote format (Bozkurt & Sharma, 2020). Before the pandemic, most schools primarily had onsite courses, and most teachers lacked experience in an online setting. Thus, the new learning environment forced teachers to adjust their teaching methods and implement new ways of teaching. Therefore, technical and pedagogical support was needed.Through in-depth interviews with upper-secondary teachers in Iceland, this study explores the role of teacher collaboration and collegiality in navigating these disruptions. Since the pandemic has had the most significant impact on the school system in the modern era, it is critical to examine how the pandemic revealed a collaboration culture and teachers’ support network. This research contributes to that.
For the past few decades, researchers have examined and emphasized the importance of collaboration among teachers within schools (Fullan, 2015; Darling-Hammond & McLaughlin, 1995; Hargreaves, 1994; Lieberman, 1990; Louis et al., 1996). Research suggests that collaboration among teachers can improve student outcomes (DuFour & Eaker, 1998), teacher satisfaction and school general culture (Fullan, 2015). A collaborative culture is a key to professional learning communities (PLCs) that can increase teachers’ effectiveness and satisfaction and improve students’ achievement (DuFour & Eaker, 1998; Stoll, 2011). Furthermore, Fullan (2015) argues that collaboration among teachers and PLCs is essential for schoolimprovement and a key aspect of successful school reform. He emphasizes that for collaboration to be effective, it must be focused on student learning and be based on trust and mutual respect among teachers. Leadership within schools during the pandemic changed and shifted to a more shared and distributed leadership (Harris, 2020), which can support collaboration among teachers within schools (van Schaik et al., 2020). Hargreaves and Dawe (1990) have explored the importance of peer coaching and a professional community in which teachers define and develop their purpose and goals. Therefore, the participation of teachers is crucial to school development in a post-pandemic era.
The conference theme of diversity in education highlights the importance of inclusive and supportive learning environments for all educators. This research presentation will further the conversation on this crucial issue.And for education to reach all students, it is essential to focus on collaboration among teachers within and between schools (Ainscow & Miles, 2008). Collaboration can be vital in evolving and maintaining schools‘ inclusive culture (Kugelmass, 2001). Furthermore, better collaborative practices can contribute to the inclusion of all students in schools (Messiou & Ainscow, 2015).
Method
The effects of the pandemic on upper-secondary teachers in Iceland were captured by interviews conducted at the end of 2020 and early 2021. Teachers shared their experiences, support networks, teaching methods and more during the pandemic and possible long-term changes. The teachers come from three schools; two in the capital area and one outside, two comprehensive and one traditional grammar school. The teachers‘ age, gender and digital competence vary, as with their educational backgrounds. Regardless of their experience, many teachers needed guidance in the new online-driven teaching environment and sought support for various aspects of distance teaching. The interviews were analyzed thematically (Braun & Clarke, 2013) regarding teachers‘ collaboration, digital competence and readiness for a shift transition to online teaching. They are also analyzed with future changes in mind and the likelihood that the teachers will intentionally change some elements of their teaching and collaboration with others. The thematic analysis also includes examining the communities teachers were part of when school limitations were introduced and the communities they formed as a response to the pandemic.
Expected Outcomes
The results highlight the vital role that PLCs and teacher collegiality play in supporting teachers during sudden changes in education. The analysis of the interviews reveals that while school leaders may not have provided the necessary support, teachers who were part of a community of teachers and sought help from other teachers in different schools had a smoother transition to online teaching and were better equipped to handle the challenges brought on by the pandemic. Conversely, teachers outside of a community or engaged in a supportive, collegial relationship with other teachers struggled with the transition and the implementation of new ways of teaching. That is concerning since a lack of collective learning among teachers can lead to isolation (Sigurðardóttir, 2005). Pandemics have been part of civilizations’ history for centuries, and according to scientists (Marani et al., 2021), they will continue to emerge and disrupt everyday life in the coming decades. All sectors of society will need to be prepared to face similar limitations and challenges in the future. That includes the educational system. Learning from the COVID-19 pandemic is pivotal to better prepare for the future and limit the distraction pandemics cause to schooling. This research contributes to the ongoing conversation on collaboration in education. The findings emphasize the importance of fostering a culture of collaboration and support within and between schools. In addition, since all teachers should be prepared to continue their student’s education when future pandemics emerge, this study will be an opportunity for educators and policymakers to gain a deeper understanding of the challenges faced by teachers during the pandemic and the role of PLCs and teacher relationships in navigating these challenges.
References
Ainscow, M., & Miles, S. (2008). Making Education for All inclusive: Where next? | SpringerLink. Prospect, 38, 15–34. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. https://doi.org/10.5281/zenodo.3778083 Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE. Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies That Support Professional Development in an Era of Reform. Phi Delta Kappan, 76(8), 597–604. DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Solution Tree. Fullan, M. (2015). The New Meaning of Educational Change, Fifth Edition. Teachers College Press. Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. Teachers College Press. Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6(3), 227–241. https://doi.org/10.1016/0742-051X(90)90015-W Harris, A. (2020). COVID-19 – school leadership in crisis? Journal of Professional Capital and Community, 5(3/4), 321–326. https://doi.org/10.1108/JPCC-06-2020-0045 Kugelmass, J. W. (2001). Collaboration and compromise in creating and sustaining an inclusive school. International Journal of Inclusive Education, 5(1), 47–65. Lieberman, A. (1990). Schools as Collaborative Cultures: Creating the Future Now. The Falmer Press, Taylor and Francis Inc. https://eric.ed.gov/?id=ED333064 Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798. Scopus. https://doi.org/10.3102/00028312033004757 Marani, M., Katul, G. G., Pan, W. K., & Parolari, A. J. (2021). Intensity and frequency of extreme novel epidemics. Proceedings of the National Academy of Sciences, 118(35), e2105482118. https://doi.org/10.1073/pnas.2105482118 Messiou, K., & Ainscow, M. (2015). Responding to learner diversity: Student views as a catalyst for powerful teacher development? Teaching and Teacher Education, 51, 246–255. https://doi.org/10.1016/j.tate.2015.07.002 Sigurðardóttir, A. K. (2005). Studying and enhancing professional learning community for school effectiveness in Iceland. Stoll, L. (2011). Leading Professopmal Learning Communities. In Leadership and Learning (pp. 103–117). SAGE. van Schaik, P., Volman, M., Admiraal, W., & Schenke, W. (2020). Fostering collaborative teacher learning: A typology of school leadership. European Journal of Education, 55(2), 217–232. https://doi.org/10.1111/ejed.12391
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