Constructivist Teaching and Intra-School Collaboration among Teachers in South Korea: An Uncertainty Management Perspective

Autor/inn/en	Cha, Yun-Kyung; Ham, Seung-Hwan
Titel	Constructivist Teaching and Intra-School Collaboration among Teachers in South Korea: An Uncertainty Management Perspective
Quelle	In: Asia Pacific Education Review, 13 (2012) 4, S.635-647 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-012-9225-x
Schlagwörter	Teacher Effectiveness; Active Learning; Middle School Teachers; Teaching Methods; Teacher Characteristics; Foreign Countries; Instructional Leadership; Constructivism (Learning); Teacher Collaboration; Collegiality; Statistical Analysis; Inquiry; Administrator Role; Principals; South Korea + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Aktives Lernen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerkooperation; Kollegialität; Statistische Analyse; Principal; Schulleiter; Korea; Republik
Abstract	In an effort to understand how collaborative teacher interaction is contingent upon teacher characteristics and school-organizational contexts, this study conducts a series of hierarchical generalized linear modeling analyses based on a nationally representative sample of about 2,500 teachers across 149 middle schools in South Korea. The data are from the OECD Teaching and Learning International Survey 2008. The result from this study suggests that teacher collegiality may be understood largely as teachers' collective effort to deal with uncertainties that arise from their approach to teaching as a constructivist endeavor to engage students in meaningful inquiry-based learning. This result is very robust as it holds after a range of other factors such as principal instructional leadership and teacher efficacy are simultaneously taken into account. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10