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Article (from a serial) accessible via
URN: urn:nbn:de:0111-pedocs-358025
DOI: 10.25656/01:35802; 10.35468/6239-10
URN: urn:nbn:de:0111-pedocs-358025
DOI: 10.25656/01:35802; 10.35468/6239-10
| Title |
Teacher collaboration in class team networks in Switzerland. Characteristics and typology |
|---|---|
| Authors |
Baez, Charlotte  ;
Vogt, Franziska  ;
Kunz Heim, Doris |
| Source | 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. - (Grundschule International / Primary Education International) |
| Document | full text (2.620 KB) |
| License of the document |
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| Keywords (German) | Grundschule; Lehrerbildung; Primarbereich; Grundschulpädagogik; Lehrer; Kollaboration; Typologie; Klassenmanagement; Netzwerk; Mixed-Methods-Design; Schweiz |
| sub-discipline | Empirical Educational Research Curriculum and Teaching / School Pedagogy |
| Document type | Article (from a serial) |
| ISBN | 978-3-7815-6239-4; 978-3-7815-2777-5; 9783781562394; 9783781527775 |
| Language | English |
| Year of creation | 2026 |
| review status | Peer-Reviewed |
| Abstract (English): | 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.) |
| is part of: | Foundations of learning. Unveiling the mosaic of primary education systems worldwide |
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| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 15.07.2026 |
| Citation | Baez, Charlotte; Vogt, Franziska; Kunz Heim, Doris: Teacher collaboration in class team networks in Switzerland. Characteristics and typology - In: 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. - (Grundschule International / Primary Education International) - URN: urn:nbn:de:0111-pedocs-358025 - DOI: 10.25656/01:35802; 10.35468/6239-10 |
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