The Effect of Teacher Collaboration as the Embodiment of Teacher Leadership on Educational Management Students' Critical Thinking Skills

Autor/inn/en	Hamengkubuwono; Asha, Lukman; Warsah, Idi; Morganna Ruly; Adhrianti, Lisa
Titel	The Effect of Teacher Collaboration as the Embodiment of Teacher Leadership on Educational Management Students' Critical Thinking Skills
Quelle	In: European Journal of Educational Research, 11 (2022) 3, S.1315-1326 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hamengkubuwono) ORCID (Asha, Lukman) ORCID (Warsah, Idi) ORCID (Morganna Ruly) ORCID (Adhrianti, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Collaboration; College Students; Foreign Countries; Critical Thinking; Thinking Skills; Retention (Psychology); Skill Development; Lecture Method; Student Attitudes; Metacognition; Learning Processes; Indonesia + Suchen Sie Ihr Suchwort? Lehrerkooperation; Collegestudent; Ausland; Kritisches Denken; Denkfähigkeit; Merkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Indonesien
Abstract	The embodiment of teacher leadership has currently shifted onto the practice of teacher collaboration due to its potential to solve students' problems such as low critical thinking skills. Accordingly, this study quantitatively aimed to examine the effect of teacher collaboration on educational management students' critical thinking skills as well as their critical thinking retention. Subsequently, it qualitatively investigated the students' perspectives on teacher collaboration. 60 students selected randomly took part in the experimentation, in which 30 students were taught with teacher collaboration, and other 30 students were taught with individual lecturing. 10 students taught with teacher collaboration were further selected purposively to be interviewed for the qualitative investigation. Descriptive statistics alongside paired and independent t-tests were deployed to analyze the experiment results, and an interactive model was adopted to analyze the qualitative findings. The experiment showed that teacher collaboration had a more positive and significant effect on students' critical thinking skills than its counterpart did. The students taught with teacher collaboration enjoyed good retention of critical thinking skills as well. The students perceived that teacher collaboration improved their collaborative skills, awareness, and metacognitive skills in learning. Implication, limitation, and recommendation are discussed. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01