Teacher Collaboration: A Qualitative Descriptive Study on the Perception of the Transfer of Knowledge

Item

Title

Teacher Collaboration: A Qualitative Descriptive Study on the Perception of the Transfer of Knowledge

Abstract/Description

In education reform, efforts demand greater school expectations for more significant achievement. State and district mandates aim to develop and increase teacher professional learning through development practice based on research demonstrating the potential benefits of teacher collaboration, teachers self-efficacy, and instruction. However, teachers' perspective demonstrates a more substantial need to focus on additional criteria to support learning. The purpose of this qualitative descriptive study was to discover teachers' perspectives on the process of transferring knowledge from collaboration. This study investigated the lack of research on what teachers believe will impede their learning and transfer of knowledge to find a solution to ensure collaboration reliability. Bandura's Self-Efficacy theory guided the study. Data on the realities of professional learning for teachers and their impact on lesson delivery was collected using virtual, semi-structured interviews with 28 classroom teachers. The themes identified by participants included leader knowledge, teacher support, teacher-to-teacher relationship, and tiered learning. Teachers reported a connection between planning factors and the criteria needed for collaboration in urbanized campuses. Additionally, teachers explained the likelihood of teacher receptiveness based on the campus's professional learning expectations and culture. Findings clarify why urban campuses are likely to build productive collaborative cultures through balanced team collaboration and sustained learning regulation.

Author/creator

Samuel, Christie

Date

2022

Institution

Trident University International

Committee

Frederick, Nicole

Hodges, James

Dellosa, Ashley

Keywords

self-efficacy

professional learning communities

teacher efficacy

tansfer of learning

Language

English

Open access/full-text available

en Yes

Peer reviewed

en No

ISBN

9798426835429

URL

Official Dissertation Webpage (via ProQuest Dissertations)

Open Access Dissertation PDF (via ProQuest Dissertations)

Citation

Samuel, C. (2022). Teacher Collaboration: A Qualitative Descriptive Study on the Perception of the Transfer of Knowledge [Ed.D., Trident University International]. https://www.proquest.com/dissertations/docview/2661141195/abstract/2085CCFDCBD341CDPQ/16

Rights

Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.

Type

Ed.D.

Item sets

IRE Theses and Dissertations

Dissertation

• Email