Collaboration, Communication, and Connection: Collegial Support and Collective Efficacy among Health Science Teachers

Autor/inn/en	Loera, Gustavo; Nakamoto, Jonathan; Rueda, Robert; Oh, Youn Joo; Beck, Cindy; Cherry, Carla
Titel	Collaboration, Communication, and Connection: Collegial Support and Collective Efficacy among Health Science Teachers
Quelle	In: Career and Technical Education Research, 38 (2013) 3, S.191-209 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
DOI	10.5328/cter38.3.191
Schlagwörter	Health Sciences; Collegiality; Secondary School Teachers; Vocational Education Teachers; Teacher Collaboration; Network Analysis; Social Networks; Structural Equation Models; Communities of Practice; Educational Resources; Social Support Groups; Performance Factors; Predictor Variables; Social Cognition; Capacity Building; Statistical Analysis; Correlation; Mail Surveys; Followup Studies; Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Kollegialität; Ausbilder; Lehrerkooperation; Netzplantechnik; Social network; Soziales Netzwerk; Community; Bildungsmittel; Social support; Soziale Unterstützung; Leistungsindikator; Prädiktor; Soziale Kognition; Statistische Analyse; Korrelation; Erhebungsinstrument; Follow-up studies; Kontaktstudium; Lehrerverhalten; Kalifornien
Abstract	The social and collaborative aspects of work settings are becoming increasingly important. For example, recent research has placed emphasis on the social nature of learning. In addition, many authors have suggested that 21st century skills that will be required in future work and professional environments will involve collaborative skills, making them essential for competitive careers. Currently little is known about how networks of professional teachers operate, especially those based on newer technologies. Given the importance of this issue, this study investigated the support networks and collegiality of career technical teachers working in the area of health science. Participants included 317 educators (secondary educators and individuals from the career technical sector), all part of a statewide health science career pathway program. The results indicated that most of the teachers reported having access to some type of support network. The results of a structural equation modeling analysis indicated that respondents who reported having more teachers in their programs were more likely to report higher levels of collegial support and collective efficacy. Similarly, teachers who reported working more with other teachers on interdisciplinary curriculum projects tended to report higher levels of collegial support and collective efficacy. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: http://www.public.iastate.edu/~laanan/actermain/publications.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10