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Towards a social professional learning in schools : a study on social professional learning of VET-teachers and its influential factors

Zhou, L. (2015) Towards a social professional learning in schools : a study on social professional learning of VET-teachers and its influential factors.

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Abstract:In the past decades, due to the fast speed of social development all over the world like the rapid development of internet, the interaction between individuals became more convenient and fluent. Meanwhile, technological development has been accompanied by the emergence of more and more complex problems (within the needs of combining different fields of knowledge). This situation causes more challenge and difficulties to teachers’ research study and classroom teaching, thus, traditional ways of teaching in education field have to be changed and adapted to a more cooperative and interdependent way. To cope with this situation, governments, school managers and professional researchers of education field all over the world have taken part in exploring organizational and psychological factors which will improve the educational systems by supporting students to strengthen their performance and teaching effectiveness. The focus is to investigate how teachers can cooperate effectively with each other in teams and improve their professional skills (expertise and practice). They need to learn how teachers can accomplish the multidisciplinary tasks with the help of each other by dividing tasks and settings and pursuing common goals. However, only few existing studies mentioned how teamwork factors especially task and goal interdependence will affect teachers professional learning. Therefore, the purpose of this study is to investigate the influence of task and goal interdependence on social learning activities that teachers are engaged in, including knowledge sharing and feedback asking. A correlation design is used to explore the relationship between the variables based on secondary data from 438 teachers from 6 Dutch VET colleges. The research findings show that task and goal interdependence have significant and positive impact on knowledge sharing and asking for feedback respectively. Moreover, the findings prove that the higher task and goal interdependence the teachers have, the more the teachers will be engaged in social learning activities. As a result, this study contributes to research on social professional learning by demonstrating the influence of teamwork related factors on improving teachers professional learning.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
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