Collaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia ...(57 special education teachers and 85 visual art teachers), we investigated how they collaborate when working with pupils with severe specific learning difficulties and how this collaboration relates to their professional development. The online questionnaire survey found that most participating professionals felt that collaboration was necessary, and 25% had not yet collaborated. Those who have collaborated most often consult informally in hallways and work as a team in expert groups for individualised programmes. The most common team teaching approach is for the visual arts teacher to lead the art class and the special education teacher to assist the teacher by providing support to the pupils with and without learning difficulties. They also see many benefits for the pupils and themselves in this type of collaboration and follow the desirable - positive - side of the S model of professional development. An analysis of the situation in practise can form the basis for recommendations on how to promote professional development in collaboration between these pedagogical professionals.
To date, only student's collaborative behaviour in learning is seen and linked to achievement motivation. Even though the teacher has a great role to determine learning process, only few research ...findings link collaborative teacher to student learning motivation. This study aims to identify predictions of correlation between students' perceptions of collaborative team teaching (a collaborative role between teacher and lecturer) in a high school of a remote area with their learning motivation. This study uses survey and correlational design with two questionnaires namely students' perceptions of collaborative team teaching (with average validity level of r 0.85 and reliability of 0.972) and about learning motivation (with average validity level of r 0.65 and reliability of 0.899). These two measured-valid questionnaires were distributed to all participants, of 50 respondents and then analysed using Pearson correlation. The results showed that the calculated r was 0.568 and the significant value of 0.003, so it could be predicted that students' perceptions on collaborative team teaching were significantly and strongly correlated to learning motivation. This research proves that students have professed highly on collaborative team teaching for teachers to team up with various external parties (especially with lecturers) and regarded advantageous on achievement motivation of students. This study also confirmed that learning strategies must be selective and collaboratively designed to fit the learner's expectancy so that they can activate self-image and future self-image to elevate learning motivation.
This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in ...primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education.
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