TEACHER´S LEARNING AND COLLABORATION USING INNOVATIVE TEAMS: PROFESSIONAL LEARNING COMMUNITY

Yıl 2016, Cilt: 5 , 217 - 222, 01.09.2016

Karla Gamez-perez Elizabeth Mena Avilés Roberto Rosas Rangel

Öz

The 21st century is a challenge for education at
all levels and the way that students learn is a challenge which invites
teachers to improve learning experience techniques. This research presents
the results of the implementation of an innovative educational project
conducted at TEC de Monterrey at Campus Leon from August 2014 to May 2015, in
which 8 teachers from four different subject areas: Basic Sciences, Humanities
and Social Sciences, Applied Engineering, Language and Communication, were
involved. There were three main objectives for this research project. The first
objective was to provide an overview of the terminological framework that
describes the teaching collaboration. The second objective was to present the
focus and depth of collaboration during the development of the different
learning opportunities that were observed. The third objective consisted in
listing the benefits observed for students, teachers and the institution. The
factors that were initially viewed as an obstacle in coordination ultimately
led to the creation of a new methodology for teaching that allows the
implementation of new models and improved communication styles between peers.
The prior will serve as valuable points of action for class implementation and
effective collaboration. This last point is vital for the future since it
represents a necessity to build educational organizations that anticipate new
trends and generate cutting-edge educational models.

Anahtar Kelimeler

Collaboration, methodology, alignment, learning

Kaynakça

• Dunn, T. &. (1999). Deliberate practice in teaching: What teachers do for selfimprovement. eaching and Teacher Education, 631–651. Kwakman, C. (1999). Teacher learning during the professional career; Studies of professionalism at the workplace in secondary education. Netherlands: Radboud University Nijmegen,. Little, J. (2003). Inside teacher community: Representations of classroom practice. . Teachers College Record, 913–945. Lohman, M. (2005). A survey of factors influencing the engagement of two professional groups in informal workplace learning activities. Human Resource Development Quarterly, 501–527. Meirink, J., Imants, J., C. Meijer, P., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge Journal of Education, 161–181.