ABSTRACT

To support school improvement, understanding the mechanisms that enhance teachers’ engagement in professional learning activities within schools over time is paramount. The purpose of this three-wave longitudinal study is to examine the role of workplace conditions (school leaders’ vision building and teams’ shared goals), in supporting teachers’ engagement in information sharing over time. To test the directionality of the relationships between the concepts, we analyzed survey data from 655 vocational education and training teachers in the Netherlands using a cross-lagged panel model. Results suggest that teachers’ engagement in information sharing remains stable over time, and the results are indicative of reciprocity between goal interdependence and vision building. Mostly, the results hint at the complexity of the time-based relations involved in teacher learning in support of school improvement. Recommendations for future designs and methodologies to understand this complexity are discussed.

摘要

为了支持学校的改善，了解随着时间的推移增强教师参与学校专业学习活动的机制至关重要。此三波纵向研究的目的是检验工作场所条件（学校领导者的愿景建设和团队的共同目标）在支持教师参与信息共享方面的作用。为了检验概念之间关系的方向性，我们使用交叉滞后面板模型分析了来自荷兰的655名职业教育和培训教师的调查数据。结果表明，随着时间的推移，教师在信息共享方面的参与保持稳定，并且结果表明目标相互依存和愿景建立之间的相互关系。大多，结果暗示了教师支持学校改进时基于时间的关系的复杂性。讨论了有关将来的设计和了解该复杂性的方法的建议。