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Julian Bucher; Klara Kager; Miriam Vock – International Journal for Lesson and Learning Studies, 2024
Purpose: The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders. Design/methodology/approach: Conducting a systematic literature review, we searched three scientific databases and Google Scholar,…
Descriptors: Foreign Countries, Teacher Improvement, Teacher Collaboration, Faculty Development
Marcela Pozas; Verena Letzel-Alt – Cogent Education, 2023
Teacher collaboration is considered an important determinant when implementing differentiated instructional practices. However, most research has extensively explored such constructs using global measures, while overlooking the fact that teacher collaboration is a multidimensional construct. Against this background, this study aimed to explore the…
Descriptors: Teacher Education, Inservice Teacher Education, College Students, Foreign Countries
European University Association, 2023
This report summarises the findings of the 2022 EUA Thematic Peer Group which explored collaborative teaching practice (CTP) in higher education in detail. Based on a shared understanding of the theme agreed on by the group members, it outlines the key opportunities and potential challenges higher education institutions face in embedding CTP and…
Descriptors: Teacher Collaboration, Higher Education, Educational Technology, College Faculty
Baran Kaya, Tugba; Baki, Adnan – Journal of Pedagogical Research, 2023
The purpose of this study is to compare Turkish novice teacher induction system with China, New Zealand, and Germany in terms of assignment to teaching, duration of induction, and opportunities provided in programs. Those countries selected are known to have the best practices for induction training. Despite their differing policies regarding…
Descriptors: Foreign Countries, Comparative Education, Beginning Teacher Induction, Educational Policy
Meyer, André; Richter, Dirk; Hartung-Beck, Viola – Educational Management Administration & Leadership, 2022
Empirical research considers teacher collaboration to be an important predictor of outcome variables at the student, teacher, and school level. Principals are responsible for shaping teachers' work environments, and in doing so, they can strengthen and support teacher collaboration. Drawing on social interdependence theory, we hypothesized that…
Descriptors: Principals, Leadership Styles, Teacher Collaboration, Correlation
Jurkowski, Susanne; Ulrich, Manuela; Müller, Bettina – International Journal of Inclusive Education, 2023
Co-teaching is a resource for inclusive classes, which includes the shared instruction of general and special education teachers. Against the background that the inclusive school system in Germany is currently developing, we investigated secondary school co-teachers' perspectives on the conditions for successful implementation of co-teaching. We…
Descriptors: Teacher Collaboration, Team Teaching, Secondary School Teachers, Regular and Special Education Relationship
Kolleck, Nina; Schuster, Johannes; Hartmann, Ulrike; Gräsel, Cornelia – Research in Education, 2021
In recent years, teachers around the world have been increasingly confronted with various expectations concerning the improvement of their classroom practices and school activities. One factor widely acknowledged to facilitate school and classroom improvement is a strong collaborative culture among teachers. As such, teachers are expected to work…
Descriptors: Secondary School Teachers, Team Teaching, Teacher Collaboration, Teacher Attitudes
Li, Sandy C.; Petersen, Karen B. – Educational Technology & Society, 2022
While infusion of technology into schools has been one of the top priorities of the education reform agenda across the world, findings from many large-scale international assessments indicate that students' use of information and communication technology (ICT) has mixed effects on their academic achievements. In this paper, we argue that these…
Descriptors: Educational Technology, Technology Integration, Technology Uses in Education, Academic Achievement
Holzberger, Doris; Schiepe-Tiska, Anja – School Effectiveness and School Improvement, 2021
The relevance of the school context to creating a successful learning environment and promoting teachers' instructional quality is not yet clear. In the current study, we examine whether schools differ in aspects of instructional quality (i.e., classroom management and task feedback) and whether differences between schools can be explained by…
Descriptors: Educational Environment, Educational Quality, School Demography, Institutional Characteristics
Subban, Pearl; Bradford, Brent; Sharma, Umesh; Loreman, Tim; Avramidis, Elias; Kullmann, Harry; Sahli Lozano, Caroline; Romano, Alessandra; Woodcock, Stuart – European Journal of Special Needs Education, 2023
Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex…
Descriptors: Inclusion, Students with Disabilities, Equal Education, Teacher Attitudes
Sunet Grobler; Ann-Kathrin Dittrich – International Journal of Comparative Education and Development, 2024
Purpose: The explanatory study aimed to understand the global perspective of quality education and describe transformative strategies that empower teacher educators and equip the education system and future teachers to act as change agents by fostering learning processes that support students towards a sustainable future.…
Descriptors: Educational Quality, Sustainability, Environmental Education, Objectives
Barenthien, Julia; Oppermann, Elisa; Steffensky, Mirjam; Anders, Yvonne – European Early Childhood Education Research Journal, 2019
Science is an important domain in early childhood education. Though, initial results indicate that preschool teachers rarely offer science activities. Against this background professional development aims to encourage preschool teachers to provide science activities more frequently. In Germany, professional development is often offered as…
Descriptors: Foreign Countries, Science Education, Early Childhood Education, Preschool Teachers
Weiss, Sabine; Muckenthaler, Magdalena; Heimlich, Ulrich; Kuechler, Adina; Kiel, Ewald – International Journal of Inclusive Education, 2021
The present study contributes to the often heated discourse and the diverse research findings towards the demands of inclusion and teachers' perceived stress. We used a questionnaire to interview n = 471 teachers in 49 inclusive schools. The study used cluster analysis to identify four distinct teacher-groups who differed in their appraisals of…
Descriptors: Inclusion, Students with Disabilities, Teaching Methods, Stress Variables
Lindacher, Tanja – Improving Schools, 2020
Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases -- two located at traditional secondary schools and two at newly created community schools --…
Descriptors: Team Teaching, Regular and Special Education Relationship, Teacher Responsibility, Inclusion
Werker, Claudia; Ooms, Ward – Studies in Higher Education, 2020
Prior analyses of face-to-face contacts in collaborations have focused on one substitute only. Instead, we analyse various potential substitutes for face-to-face contacts in collaborations. Based on 45 interviews with academics from five leading European universities of technology our findings show that face-to-face contacts are closely…
Descriptors: Interpersonal Communication, College Faculty, Teacher Collaboration, Teacher Attitudes