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Lärares samarbete kring undervisning och elevers lärande
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Teacher collaboration on teaching and student learning (English)
Abstract [sv]

Om en skola lyckas väl eller mindre väl i sitt uppdrag beror på många faktorer. En del avdessa kan skolan inte påverka. Till dessa faktorer hör till exempel vårdnadshavaresbakgrund. Vad skolan däremot kan påverka är lärares skicklighet i att undervisa, vilket harvisat sig vara den enskilt största skillnaden mellan skolor och skolsystem av olika kvalitet.För att utveckla lärarnas yrkesskicklighet behövs ett levande samarbetsklimat. Studiens syfteär att undersöka i hur hög utsträckning högstadielärare samarbetar kring undervisning,bedömning samt hur elever lär sig. Trettiofyra lärare fördelade på två högstadieskolor deltogi enkätstudien. Skolorna delar skolledare och har en identisk organisation med avseende påtid för formellt samarbete.Resultatet visar att det finns ett mycket starkt samband mellan det schemalagda och detspontana samarbetet lärare emellan. Det som behandlas på schemalagd konferenstid(ämneskonferenser och andra möten med styrt innehåll) är också det som det spontana samarbetet kretsar kring.

Abstract [en]

How successful a school is depends on many factors. Some of these factors schools cannotaffect, for example, parents’ backgrounds. What the schools can affect however is how wellteachers teach, which has proven to be the single biggest difference between schools andschool systems of varying quality.In order to develop teachers' professional skills, teamwork is essential. This study aims toinvestigate the extent to which high school teachers collaborate on teaching, assessmentand how students learn. Thirty‐four teachers at two secondary schools filled in thequestionnaire. The schools share principals and have an identical organization regardingtime for formal collaboration.The results show that there is a very strong correlation between within scheduled andspontaneous teacher cooperation. What is being discussed at scheduled meetings (such assubject specific conferences and other meetings with given content) is also being discussedwhen teachers collaborate spontaneously.

Place, publisher, year, edition, pages
2014. , 45 p.
Keyword [en]
peer collaboration, school culture, school improvement
Keyword [sv]
kollegialt samarbete, skolkultur, skolutveckling
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-33442OAI: oai:DiVA.org:kau-33442DiVA: diva2:740283
Educational program
Master programme in Educational Leadership and School Development, 60 hp
Supervisors
Examiners
Available from: 2014-09-10 Created: 2014-08-24 Last updated: 2014-09-10Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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