ABSTRACT

This study extends research on school-based teacher collaboration from single country to comparative settings in Chile and Portugal. Based on interviews with school teachers and principals, the study focused on collaboration engagement and factors conditioning its modalities and depth. Findings indicate that more than country differences and between school differences, collaboration factors and experiences vary according to teacher perception of its value, collective efficacy, school culture/practices and leadership, and in Chile by rural/urban location. Collaboration forms rarely involve more than mutual learning based on sharing of experience. However, involvement in school-based external projects engage teachers in deeper forms of collaboration. Available spaces, time, work-load, systemic policies, testing/accountability are limiting factors.

摘要

本研究将校本教师合作研究从单一国家扩展到智利和葡萄牙的比较环境。根据对学校教师和校长的采访，该研究侧重于协作参与以及影响其模式和深度的因素。调查结果表明，除了国家差异和学校差异之外，协作因素和经验因教师对其价值、集体效能、学校文化/实践和领导力的认知而异，而在智利则因农村/城市位置而异。协作形式很少涉及基于经验分享的相互学习。然而，参与以学校为基础的外部项目让教师参与更深层次的合作。可用空间、时间、工作量、系统政策、测试/问责制是限制因素。