Hinder och möjligheter : En jämförande studie kring lärares och förskollärares tankar av vad som uppfattas vara betydelsefullt för samarbete i arbetslag
In today’s education system, teachers are expected to work together with other teachers as a team; however teachers have a long history of individually planning and leading work in the classroom. On the other hand, pre-school teachers have an even longer tradition of collaboratively planning for and leading the classroom among their colleagues. Given these two differing approaches, what contributes to cooperation in a work team? This study will further the knowledge of variations in preschool teachers and teachers’ thoughts about working together as a team and what´s important for collaboration for to compare and contrast these approaches. Through qualitative research three teachers and three pre-school teachers have been interviewed in order to uncover what contributes to cooperation in teacher teams. The teachers and pre-school teachers’ statements were interpreted to find similarities and differences among their understandings. Although some differences were found among the two groups, the results display similarities in the teachers and pre-school teachers’ understanding of what is important for cooperation. Time to plan and discuss, the group climate, and the composition of members and education were all provided as examples of what is important for cooperation among teaching teams. The results are put in context as we discuss their relationship to earlier research and the consequences that this will have in today’s pre-schools and schools.
School:Högskolan i Skövde
Source Type:Master's Thesis
Keywords:teacher pre school co operation workteam
Date of Publication:02/11/2008