ERIC Number: EJ1376973
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: EISSN-1469-5928
Promoting Professionalism through Preservice Teachers' Collaboration
García-Martínez, Inmaculada; Ubago-Jiménez, José Luis; Fernández-Batanero, José María; Chacón-Cuberos, Ramón
European Journal of Teacher Education, v45 n5 p634-652 2022
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 appropriate 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.
Descriptors: Preservice Teachers, Teacher Education Programs, Group Dynamics, Professionalism, Teacher Collaboration, Elementary School Teachers, Preschool Teachers, Student Attitudes, Factor Analysis, Cooperative Learning, Leadership, Faculty Development, Foreign Countries, Questionnaires
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A