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Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers.

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Title: Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers.
Authors: Tiplic, Dijana, Elstad, Eyvind, Brandmo, Christian, Steingrímsdóttir, María, Engilbertsson, Guðmundur
Source: Scandinavian Journal of Educational Research. Oct2020, Vol. 64 Issue 6, p801-815. 15p.
Subjects: Project method in teaching, Career development, Professional education, Educational change, Teaching
Abstract: Encouraging teachers to participate in collaborative learning activities for professional development has become an important part of educational reform strategies in many countries. Recent research suggests these activities may play an important role in the professionalization of the teaching profession. In Iceland, teachers report the highest level of unmet demand for professional development among countries surveyed by the OECD. As a result, the new education policy in Iceland focuses on collaboration among teachers. This study explores the perceived organizational antecedents of emerging collaborative learning activities among Icelandic teachers as they begin their careers. Based on the survey data from 215 Icelandic beginning teachers, the results show that feedback by school leaders, role clarity and perceived organizational support are strongly associated with collaborative learning activities among beginning teachers, whereas affective commitment to the school organization does not contribute to collaborative learning activities. One implication for practice is that leadership that promotes organizational factors will also promote collaborative activities. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers.
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  Data: <searchLink fieldCode="AR" term="%22Tiplic%2C+Dijana%22">Tiplic, Dijana</searchLink><br /><searchLink fieldCode="AR" term="%22Elstad%2C+Eyvind%22">Elstad, Eyvind</searchLink><br /><searchLink fieldCode="AR" term="%22Brandmo%2C+Christian%22">Brandmo, Christian</searchLink><br /><searchLink fieldCode="AR" term="%22Steingrímsdóttir%2C+María%22">Steingrímsdóttir, María</searchLink><br /><searchLink fieldCode="AR" term="%22Engilbertsson%2C+Guðmundur%22">Engilbertsson, Guðmundur</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Oct2020, Vol. 64 Issue 6, p801-815. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink>
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  Label: Abstract
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  Data: Encouraging teachers to participate in collaborative learning activities for professional development has become an important part of educational reform strategies in many countries. Recent research suggests these activities may play an important role in the professionalization of the teaching profession. In Iceland, teachers report the highest level of unmet demand for professional development among countries surveyed by the OECD. As a result, the new education policy in Iceland focuses on collaboration among teachers. This study explores the perceived organizational antecedents of emerging collaborative learning activities among Icelandic teachers as they begin their careers. Based on the survey data from 215 Icelandic beginning teachers, the results show that feedback by school leaders, role clarity and perceived organizational support are strongly associated with collaborative learning activities among beginning teachers, whereas affective commitment to the school organization does not contribute to collaborative learning activities. One implication for practice is that leadership that promotes organizational factors will also promote collaborative activities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00313831.2019.1616611
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              Text: Oct2020
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