Teacher collaboration in class team networks in Switzerland. Characteristics and typology.

Autor/inn/en	Baez, Charlotte; Vogt, Franziska; Kunz Heim, Doris
Titel	Teacher collaboration in class team networks in Switzerland. Characteristics and typology.
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 270-294 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35802 10.35468/6239-10
URN	urn:nbn:de:0111-pedocs-358025
Schlagwörter	Grundschule; Grundschulpädagogik; Primarbereich; Lehrer; Lehrerbildung; Klassenmanagement; Kollaboration; Mixed-Methods-Design; Netzwerk; Typologie; Schweiz
Abstract	Teacher collaboration is widely recognized as a key factor in teacher professional development and school improvement. In Swiss primary schools, where subject-specific teaching, job-sharing, and part-time work are common, collaboration within class teams plays a particularly central role. Nevertheless, its specific characteristics and contextual influences remain underexplored. This study investigates how collaboration among 32 Swiss fifth-grade class teams can be categorized into types (RQ1) and how these differ in terms of contextual characteristics (RQ2). Using a mixed-methods design, data were collected through interviews, questionnaires, and classroom observations. Collaboration was measured via network-based indicators, aggregated at the team level, and analysed using factor and cluster analyses to identify its typologies. Robust analyses of variance were then applied to explore the contextual differences between collaboration types. The findings suggest that class teams vary in the intensity and foci of their cooperation, resulting in distinct collaboration typologies. Fostering collaboration on classroom management may be particularly effective in supporting teachers, highlighting the importance of considering not only the intensity but also the focus of collaboration when designing professional development initiatives. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4