Promoting professionalism through preservice teachers’ collaboration

The professionalism of teachers through collaboration has become increasingly important in the last years. This paper describes the process of designing and validating a questionnaire for the analysis of future Primary and Pre-school teachers’ collaboration patterns. The psychometric properties of t...

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Detalles Bibliográficos
Autores: García Martínez, Inmaculada, Ubago Jiménez, José Luis, Fernández Batanero, José María, Chacón Cuberos, Ramón
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2022
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/152934
Acceso en línea:https://hdl.handle.net/11441/152934
https://doi.org/10.1080/02619768.2020.1860009
Access Level:acceso abierto
Palabra clave:Teacher collaboration
Teacher education
Cooperative learning
Preservice teachers
University
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spelling Promoting professionalism through preservice teachers’ collaborationGarcía Martínez, InmaculadaUbago Jiménez, José LuisFernández Batanero, José MaríaChacón Cuberos, RamónTeacher collaborationTeacher educationCooperative learningPreservice teachersUniversityThe professionalism of teachers through collaboration has become increasingly important in the last years. This paper describes the process of designing and validating a questionnaire for the analysis of future Primary and Pre-school teachers’ collaboration patterns. The psychometric properties of the scale were obtained from the analysis of the validity of content (expert judgement and pilot test to 293 students of Primary Education and Pre-school Education at a Spanish university and from construct (factor analysis) and reliability (Cronbach Alpha), obtaining appropiate results (KMO = 0.89; CFI = 0.91; GFI = 0.95; AGFI = 0.96; SMSR = 0.05). Four factors were identified in the questionnaire on collaboration and shared professional learning: Assertiveness and personal willingness to work together, Group Cohesion, Leadership Capacity and Group Awareness. The results obtained are consistent with empirical studies carried out on the teachers’ willingness towards collaboration, ongoing training and teacher professional developmentMinisterio de Educación, Cultura y Deporte (FPU16/03114)Routledge Journals, Taylor & Francis LTDDidáctica y Organización Educativa Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Proc. de Enseñanza-Aprendizaje2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/152934https://doi.org/10.1080/02619768.2020.1860009reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEuropean Journal of Teacher Education, 45 (5), 634-652.https://doi.org/10.1080/02619768.2020.1860009info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1529342026-06-17T12:51:07Z
dc.title.none.fl_str_mv Promoting professionalism through preservice teachers’ collaboration
title Promoting professionalism through preservice teachers’ collaboration
spellingShingle Promoting professionalism through preservice teachers’ collaboration
García Martínez, Inmaculada
Teacher collaboration
Teacher education
Cooperative learning
Preservice teachers
University
title_short Promoting professionalism through preservice teachers’ collaboration
title_full Promoting professionalism through preservice teachers’ collaboration
title_fullStr Promoting professionalism through preservice teachers’ collaboration
title_full_unstemmed Promoting professionalism through preservice teachers’ collaboration
title_sort Promoting professionalism through preservice teachers’ collaboration
dc.creator.none.fl_str_mv García Martínez, Inmaculada
Ubago Jiménez, José Luis
Fernández Batanero, José María
Chacón Cuberos, Ramón
author García Martínez, Inmaculada
author_facet García Martínez, Inmaculada
Ubago Jiménez, José Luis
Fernández Batanero, José María
Chacón Cuberos, Ramón
author_role author
author2 Ubago Jiménez, José Luis
Fernández Batanero, José María
Chacón Cuberos, Ramón
author2_role author
author
author
dc.contributor.none.fl_str_mv Didáctica y Organización Educativa
Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Proc. de Enseñanza-Aprendizaje
dc.subject.none.fl_str_mv Teacher collaboration
Teacher education
Cooperative learning
Preservice teachers
University
topic Teacher collaboration
Teacher education
Cooperative learning
Preservice teachers
University
description The professionalism of teachers through collaboration has become increasingly important in the last years. This paper describes the process of designing and validating a questionnaire for the analysis of future Primary and Pre-school teachers’ collaboration patterns. The psychometric properties of the scale were obtained from the analysis of the validity of content (expert judgement and pilot test to 293 students of Primary Education and Pre-school Education at a Spanish university and from construct (factor analysis) and reliability (Cronbach Alpha), obtaining appropiate results (KMO = 0.89; CFI = 0.91; GFI = 0.95; AGFI = 0.96; SMSR = 0.05). Four factors were identified in the questionnaire on collaboration and shared professional learning: Assertiveness and personal willingness to work together, Group Cohesion, Leadership Capacity and Group Awareness. The results obtained are consistent with empirical studies carried out on the teachers’ willingness towards collaboration, ongoing training and teacher professional development
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/152934
https://doi.org/10.1080/02619768.2020.1860009
url https://hdl.handle.net/11441/152934
https://doi.org/10.1080/02619768.2020.1860009
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv European Journal of Teacher Education, 45 (5), 634-652.
https://doi.org/10.1080/02619768.2020.1860009
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Routledge Journals, Taylor & Francis LTD
publisher.none.fl_str_mv Routledge Journals, Taylor & Francis LTD
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
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