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Journal articles on the topic 'Teams of teachers'

Author: Grafiati

Published: 28 June 2021

Last updated: 29 July 2025

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1

Sun, Min, Susanna Loeb, and Jason A. Grissom. "Building Teacher Teams." Educational Evaluation and Policy Analysis 39, no. 1 (2016): 104–25. http://dx.doi.org/10.3102/0162373716665698.

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Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely. Utilizing a decade of data on teacher transfers between schools that result in changes of peers when transfer teachers enter grade-level team in the new school, we find evidence of strong positive spillover effects associated with the introduction of peer

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García, Leonor Margalef. "Encouraging Teachers’ and Students’ Innovation with the Support of Teacher Learning Communities." Center for Educational Policy Studies Journal 1, no. 1 (2018): 133–52. http://dx.doi.org/10.26529/cepsj.444.

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The purpose of this paper is to share knowledge generated through the implementation of “Teaching Innovation Teams” as a strategy for teachers’ professional development and innovation at the University of Alcala (Spain). We analyse the contributions of this strategy to the facilitation of curriculum innovation in higher education and reflect on some of theachievements and results of the activities carried out by these teams, identifying the dilemmas and difficulties that teachers experienced and that hinder the development of curriculum innovations. Finally, we outline some educational contrib

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Saada, Makintan. "Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo." Journal of Education and Academic Settings 1, no. 1 (2024): 1–16. http://dx.doi.org/10.62596/mcyw5g50.

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This descriptive-comparative study assessed the effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo during school year 2023-2024. One hundred (n=100) samples were taken through non-probability sampling method, quota sampling, among selected public secondary schools in Jolo, Sulu, Philippines. A modified questionnaire was used to elicit the perceptions of English teachers regarding the effectiveness of implementing interdisciplinary teacher teams in public secondary schools. English teachers believed that the interdisciplinary teacher team

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Rees, Carol, Rupinder Deol Kaur, and Colette Murphy. "Teachers and Teacher Candidates Learning Together: Reported Ideas Regarding a Co-Teaching Model." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (2020): 13–14. http://dx.doi.org/10.25071/1916-4467.40502.

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A recurring issue in science teacher education is how to support teachers using student-centred scientific inquiry projects. This study investigates the first year of a three-year project (Inquire Together) that aims to support teacher candidate/teacher mentor teams using student-centred scientific inquiry projects while co-teaching during practicum. Co-teaching involves two or more teachers working together, co-planning, co-instructing and co-reflecting, for the benefit of students and to support each other’s development as teachers. The steps in the first year of the Inquiry Together project

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Bouwmans, Machiel, Piety Runhaar, Renate Wesselink, and Martin Mulder. "Leadership ambidexterity: Key to stimulating team learning through team-oriented HRM? An explorative study among teacher teams in VET colleges." Educational Management Administration & Leadership 47, no. 5 (2018): 694–711. http://dx.doi.org/10.1177/1741143217751078.

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In vocational education and training (VET) colleges worldwide, teacher teams work on innovations to improve their educational quality. To foster this process, teams benefit from team-oriented human resource management (HRM) aimed at stimulating teachers’ team learning. This qualitative study explores in-depth how team leaders enact team-oriented human resource practices and how this affects teachers’ perceptions of these practices and their engagement in team learning. Interviews with four team leaders and group interviews with 11 teachers from these four teams were conducted in one VET colleg

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Rosvall, Per-Åke. "Programarbetslag som stöd för nyutexaminerade kärnämneslärares etablering som gymnasielärare?" Educare, no. 1 (March 1, 2014): 56–78. http://dx.doi.org/10.24834/educare.2014.1.1161.

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There have been many attempts to reform the Swedish education system in order to reduce the size of the gaps between different upper secondary school programmes. These have included changes in teachers’ responsibilities and teacher education. Within an individual school, teachers of Swedish language, English and mathematics may teach students of both vocational and further study preparation programmes. However, an analysis of new teachers’ experiences and the organization of teacher teams at one school, Apel School, suggests that despite these reforms, some traditional preferences have persist

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Anjum, Allah Wasaya, Riffat un Nisa Awan, and Muhammad Zulqarnain. "Head’s Leadership Styles and Effectiveness of School Teams: Exploring the Role of Motivational Mechanisms." Journal of Research in Social Sciences 9, no. 1 (2021): 1–20. http://dx.doi.org/10.52015/jrss.9i1.92.

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The literature reveals that participative leadership style (PLS) is overwhelmingly advantageous over the contrasting directive leadership style (DLS). Therefore, the key objective of this study was to find out the relative effect of a PL style as compared to a DL style on the motivational mechanism (organizational commitment and empowerment) and effectiveness (innovation and in-role performance) of school staff teams. However, the mediating role of motivational mechanism in the relationship between school heads’ leadership styles and effectiveness of school staff teams had also been studied. T

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Ben Sasson, Dvora, and Anit Somech. "Observing aggression of teachers in school teams." Teachers and Teaching 21, no. 8 (2015): 941–57. http://dx.doi.org/10.1080/13540602.2015.1005865.

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Hedin, Laura, and Greg Conderman. "Pairing Teachers for Effective Co-Teaching Teams." Kappa Delta Pi Record 55, no. 4 (2019): 169–73. http://dx.doi.org/10.1080/00228958.2019.1659063.

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Ben Sasson, Dvora, and Anit Somech. "Do teachers misbehave? Aggression in school teams." Journal of Educational Administration 53, no. 6 (2015): 755–72. http://dx.doi.org/10.1108/jea-01-2014-0011.

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Purpose – Despite growing research on school aggression, significant gaps remain in the authors’ knowledge of team aggression, since most studies have mainly explored aggression on the part of students. The purpose of this paper is to focus on understanding the phenomenon of workplace aggression in school teams. Specifically, the purpose of the study was to examine whether team affective conflict in school teams mediates the relationship between team injustice climate (distributive, procedural, and interpersonal injustice climate) and team aggression. Design/methodology/approach – Data were co

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Carroll, Tom. "The Next Generation of Learning Teams." Phi Delta Kappan 91, no. 2 (2009): 8–13. http://dx.doi.org/10.1177/003172170909100203.

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Cross-generational learning teams that bring together novice teachers with veteran teachers would address problems at both ends of the teacher pipeline — and benefit student learning at the same time.

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Johnson, Susan Moore, Stefanie Reinhorn, and Nicole Simon. "Ending Isolation: The Payoff of Teacher Teams in Successful High-Poverty Urban Schools." Teachers College Record: The Voice of Scholarship in Education 120, no. 5 (2018): 1–46. http://dx.doi.org/10.1177/016146811812000502.

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Background/Context Many urban schools today look to instructional teams as a means to decrease professional isolation, promote teachers’ ongoing development, and substantially reduce well-documented variation in teachers’ effectiveness across classrooms. Recent research finds that teams can contribute to teachers’ development and increased student achievement. However, research also suggests that teams often fail and that most schools are not organized to ensure their success. Therefore, it is important to learn more about how teams function in successful schools, how teachers experience them,

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Suranto, Suranto. "Gerakan Guru Menulis Buku Melalui Pelatihan Online dengan Microsoft Teams bagi Guru Se Kota Salatiga." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 4, no. 2 (2020): 109. http://dx.doi.org/10.30734/j-abdipamas.v4i2.1290.

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The recent problems of teacher, among other, is the productivity of writing a book. There are many obstacles that teacher faces, among them, mostly, are the lack of motivation and the lack of knowledge of writing a book. The purposes of this service are: 1) to increase teacher’s motivation for writing a book, 2) to increase teacher’s skill in making a book from a research outcome, 3) to increase teacher’s skill in writing a lesson book and an enrichment book, 4) to increase teacher’s skill in writing a fiction book, 6) to increase teacher’s knowledge of publishing a book. The participants are

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Bakah, Marie A. B., Joke M. Voogt, and Jules M. Pieters. "Updating polytechnic teachers’ knowledge and skills through teacher design teams in Ghana." Professional Development in Education 38, no. 1 (2012): 7–24. http://dx.doi.org/10.1080/19415257.2011.576265.

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Helstad, Kristin, and Andreas Lund. "Teachers' talk on students' writing: Negotiating students' texts in interdisciplinary teacher teams." Teaching and Teacher Education 28, no. 4 (2012): 599–608. http://dx.doi.org/10.1016/j.tate.2012.01.004.

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Amalia, Nurul, Dian Novita Dewi, and Putu Dian Danayanti Degeng. "THE USE OF MICROSOFT TEAMS IN LEARNING ENGLISH FOR SECONDARY LEVEL: TEACHERS' AND STUDENTS' VIEWS." Erudio Journal of Educational Innovation 9, no. 2 (2022): 173–83. https://doi.org/10.5281/zenodo.8081356.

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Education in Indonesia has undergone a change from face-to-face learning in class to online learning due to the spread of the coronavirus (COVID-19). To support the online learning practices, SMP Brawijaya Smart School utilizes Microsoft Teams as the platform especially for online English learning. This study aims to find out teachers’ and students’ perception in using Microsoft Teams in learning English. The sample of this study was 2 English teachers’ and 180 students from 8th and 9th grades. To reach the aim of the study, quantitative research with survey design was used,

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McGuire, Matt. "Four laws of Microsoft Teams." Explorations in Media Ecology 22, no. 1 (2023): 103–17. http://dx.doi.org/10.1386/eme_00153_7.

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The COVID-19 pandemic caused many schools around the globe to close their doors and relocate learning to virtual environments. Teachers were forced to transition the way they educated – from classroom to computer screen, from co-presence to distance, from hands on to hands off. High school teachers in New Brunswick turned to Microsoft Teams to help safely educate students from a distance. To investigate how Teams uniquely influenced the way teachers constructed, presented and shared knowledge, and how students responded to these approaches, I interviewed eight New Brunswick high school educato

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Liu, Shih-Hsiung, and Hsien-Chang Tsai. "Teachers’ Experiences of Collaborating in School Teaching Teams." Asian Social Science 13, no. 2 (2017): 159. http://dx.doi.org/10.5539/ass.v13n2p159.

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Teachers in numerous countries worldwide often confront education reforms in their career, in which, collaborating is considered a feasible approach to changing teachers’ traditional teaching philosophy. This study aims to examine Taiwanese teachers’ experiences of collaborating in school teaching teams. We invited six teachers from different schools for an interview. Afterward, we conducted two sessions of focus-group interviews with 18 participants from various roles in teaching teams as well as various geographical areas. The findings show that information exchanges of education works, unco

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Logroño, Oliver C., and Adelyne M. Costelo-Abrea. "ESL Teachers’ and Students’ Experience of Online Learning via Microsoft Teams." East Asian Journal of Multidisciplinary Research 2, no. 7 (2023): 2983–98. http://dx.doi.org/10.55927/eajmr.v2i7.4875.

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This paper investigated how teachers and students of English as a Second Language view the effectiveness of Microsoft Teams for remote and online learning. This research employed descriptive survey and qualitative methods, which involved a questionnaire and an interview for data collection. Teachers and students of English as a Second Language were surveyed and interviewed about their perceptions of Microsoft Teams' usefulness. Frequencies and percentages were employed as statistical methods for the study. The results revealed that teachers and students have positive perceptions of Microsoft T

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Koh, Joyce Hwee Ling, Ching Sing Chai, and Wei Ying Lim. "Teacher Professional Development for TPACK-21CL." Journal of Educational Computing Research 55, no. 2 (2016): 172–96. http://dx.doi.org/10.1177/0735633116656848.

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This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers’ technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers’ prolonged engagement with peers and researchers in design teams. Supported by technological pedagogical content knowledge rubrics and technological pedagogical content knowledge design heuristics, the process enabled teachers to assess their current ICT lessons, set design goals, redesign, implement, and evaluate student learn

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Huizinga, Tjark, Adam Handelzalts, Nienke Nieveen, and Joke Voogt. "Fostering teachers' design expertise in teacher design teams: conducive design and support activities." Curriculum Journal 26, no. 1 (2015): 137–63. http://dx.doi.org/10.1080/09585176.2014.990395.

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Padilla Calle, Jenny Jaqueline, and Beatriz Berrios Aguayo. "Use of microsoft teams and teaching performance." Aula de Encuentro 26, no. 1 (2024): 206–32. http://dx.doi.org/10.17561/ae.v26n1.7838.

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In the pandemic, Microsoft Teams has been widely used in the educational field to teach lessons through a virtual learning space. The objective of this work is to evaluate the relationship between the use of Microsoft Teams and teaching performance to improve virtual teaching in the Cañar-Ecuador state education system. The methodology was cross-sectional, quantitative to know the shortcomings of the use of Microsoft Teams in teaching performance in the state education system. Forty third-year high school teachers from four Ecuadorian educational institutions in the urban area participated. 80

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Parinsi, Mario Tulenan, Tinneke E. M. Sumual, Riviva W. Maringka, Clay J. H. Dondokambey, and Deicy Paath. "The Influence of School Principal Leadership, Work Team, and Work Motivation on Satisfaction Work Junior High School Teacher in Minahasa District." International Journal of Information Technology and Education 3, no. 3 (2024): 166–74. http://dx.doi.org/10.62711/ijite.v3i3.196.

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Teachers are dissatisfied with their colleagues or work teams at school. Objective research looks at the influence of principal leadership, work teams, and work motivation on the satisfaction of Work Teachers. Method study approaches quantitatively. Results study show There is an influence of direct leadership head school to motivation Work Teachers. There is influence direct leadership head school to satisfaction Work Teacher. There is influence leadership head schools indirectly affect job satisfaction through teacher work motivation. There is an influence team directly on teacher work motiv

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Paksuniemi, Merja, Pigga Keskitalo, Satu-Maarit Frangou, and Minna Körkkö. "Pre-service Teachers' Experiences of Dialogical and Reflective Supervision through Digital Technology." International Journal of Technology in Education and Science 5, no. 3 (2021): 463–85. http://dx.doi.org/10.46328/ijtes.243.

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In this article, we review teaching practice supervision methods using Microsoft Teams as a digital, dialogic, and reflective tool in the supervision of the pre-service teachers’ teaching practicum. We applied qualitative thematic analysis to data from conversations and supervision discussions between 40 pre-service teachers and their supervisor on the Microsoft Teams chat channel to investigate pre-service teachers’ experiences of teaching-practice supervision through digital platforms. The dialogical, digital, deep (DDD) pedagogical framework guided the analysis of the data. We found Microso

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AMAROLI, Nadia, Giorgio AUDRITO, and Luigi LAURA. "Fostering Informatics Education through Teams Olympiad." Olympiads in Informatics 12 (May 15, 2018): 133–46. http://dx.doi.org/10.15388/ioi.2018.11.

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Even though the International Olympiad in Informatics directly involves a restricted number of pupils from each country, one of its primary goals is stimulating interest in computer science and information technology over the whole younger segment of the world’ s population. In several countries, this aim has to be accomplished without an active intervention of the Ministry of Education on school programs, relying on the efforts of small devoted organizations. In this context, promoting the involvement of a large number of school teachers may be as crucial as difficult to achieve. Following a

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Uline, Cynthia L., and Joann M. Berkowitz. "Transforming School Culture through Teaching Teams." Journal of School Leadership 10, no. 5 (2000): 416–44. http://dx.doi.org/10.1177/105268460001000502.

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This study uses the experiences of school restructuring and reform as a context for the study of cultural change and cultural learning. Drawing on theories of organizational culture and cultural change, the article considers a particular school as a culture in transition. Instructional teams are central to the school's reform efforts and person-to-person relationships are at the heart of shared cultural assumptions. The study explores the impact of changing structures, policies, artifacts, and events in directing cultural change; the central role shared assumptions play within the process; the

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Gryson, Tina, Katrien Strubbe, Tony Valcke, and Ruben Vanderlinde. "Enhancing Teachers’ Interdisciplinary Professional Development through Teacher Design Teams: Exploring Facilitating Conditions and Sustainability." Education Sciences 14, no. 4 (2024): 425. http://dx.doi.org/10.3390/educsci14040425.

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Teachers in secondary vocational education face challenges in interdisciplinary teaching due to their traditional teacher education within specific subject domains. Collaborative efforts—like those implemented in Teacher Design Teams (TDTs)—can prepare and support teachers for interdisciplinary teaching. Research has demonstrated the factors determining the effectiveness of TDTs. However, it is noted that the sustainable continuation of TDTs remains uncertain over the years. This research investigates the conditions that facilitate the sustainability of TDTs within the context of interdiscipli

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CADIS, Aura Iulia. "INNOVATIVE MANAGEMENT METHODS FOR EDUCATIONAL INSTITUTIONS." Revista Economica 76, no. 1 (2025): 7–17. https://doi.org/10.56043/reveco-2024-0001.

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In recent years, there has been a growing trend in educational institutions to adopt new methods of management and leadership of teacher’s teams. The traditional approach of top-down leadership and strict hierarchies is being replaced by a more collaborative and inclusive approach. This has been spurred on by several factors, including a greater focus on student-cantered learning and the need to retain highly qualified teachers in an increasingly competitive environment. In this article, we will explore some of the new methods of management and leadership in educational institutions and how th

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Uffen, I., S. De Vries, S. L. Goei, and N. C. Verhoef. "Stay on topic: Topical (mis)alignment between lesson study research activities and its relationship with teachers’ perceived learning." Pedagogische Studiën 101, no. 3 (2024): 266–305. https://doi.org/10.59302/htdpe085.

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Lesson study (LS) is a collaborative inquiry-oriented approach to teachers’ professional development. Teachers choose a research topic based on a problem they have observed in their students’ learning. During LS, teachers should ideally stay with their research topic to build on it further during all research activities, a process we refer to as ‘topical alignment’. However, in reality, teachers tend to drift away from their research topic. We posit that teams that adhere to their research topic experience more meaningful and profound learning. We explore how novice LS teams topically aligned

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Olugbade, Damola, and Oluwakemi Olurinola. "Teachers’ Perception of the Use of Microsoft Teams for Remote Learning in Southwestern Nigerian Schools." African Journal of Teacher Education 10, no. 1 (2021): 265–81. http://dx.doi.org/10.21083/ajote.v10i1.6645.

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The outbreak of COVID-19 pandemic has required schools in Nigeria to embrace remote learning using technology solutions, in this case, Microsoft Teams, to effectively engage students. This study, therefore, aimed to reveal teachers’ perception of the use of Microsoft Teams for remote learning. The descriptive survey research design was adopted. The participants in the study were 51 teachers who were randomly selected using convenient sampling technique. E-questionnaire was used in the collection of data. Descriptive statistics of frequency counts, simple percentages, mean and standard deviatio

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Яненко, Ярослав. "USING MICROSOFT TEAMS IN ONLINE LEARNING OF STUDENTS: METHODICAL ASPECT." Information Technologies and Learning Tools 100, no. 2 (2024): 72–91. http://dx.doi.org/10.33407/itlt.v100i2.5508.

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The article presents the main tools, methods and techniques for using Microsoft Teams in online teaching of students, as well as detailed methodical recommendations for teachers on organizing the educational process using Microsoft Teams, based on the author’s practical experience. These recommendations allow readers to more easily master the features of working in Teams, which determines the practical value of the article. A model for using Teams in online student learning has been created. It has been found that by using Teams, the teacher can take into account the peculiarities of synchrono

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Smolinski, Pawel, Marcin Szostakowski, and Jacek Winiarski. "E-Learning Software: Comparing the use Behavior Among Academicians and Schoolteachers." Electronic Journal of e-Learning 21, no. 2 (2023): 98–109. http://dx.doi.org/10.34190/ejel.21.2.2736.

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The COVID-19 pandemic has caused an increase in the use of e-learning software. From the perspective of the decision-makers (school/university administration), it is crucial to understand what characteristics of the software are perceived by the users (teachers) as necessary for a task (e-learning). A popular method of determining these characteristics is a technology acceptance model. In this paper, the authors aim to understand the technology acceptance of Microsoft (MS) Teams by applying the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The authors also analyze acceptanc

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Бершадский, М., M. Bershadskiy, А. Кузнецова, and A. Kuznecova. "State, Forms and Trends of Teachers’ Professional Collaboration at Work." Profession-Oriented School 6, no. 6 (2018): 37–42. http://dx.doi.org/10.12737/article_5c07ca1f363744.72946253.

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In order to develop scientifi c mechanisms for improving the quality of education based on the organization of professional interaction of school teachers at the workplace, a comprehensive study of the current state, forms and trends of professional interaction of teachers at the workplace was carried out, as well as a comprehensive analysis of best Russian and foreign experience in the fi eld of professional interaction of teachers’ place, the activities of teams of teachers. Based on the results of the analysis, conclusions were drawn on the relevance of the development of professional inter

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Creese, Angela, Brahm Norwich, and Harry Daniels. "Evaluating Teacher Support Teams in secondary schools: supporting teachers for SEN and other needs." Research Papers in Education 15, no. 3 (2000): 307–24. http://dx.doi.org/10.1080/02671520050128786.

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Saki, Ousama, Hanane DARHOUR, Said Sibouih, and Abdelwahab Elfiaa. "Moroccan Teachers’ Acceptance and Use of Microsoft Teams During COVID-19." International Journal of Language and Literary Studies 6, no. 1 (2024): 86–102. http://dx.doi.org/10.36892/ijlls.v6i1.1555.

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This study examines Moroccan teachers’ acceptance and use of Microsoft Teams, Morocco’s official educational platform for distance education. To investigate the factors that affect teachers’ decision to accept and use this platform, the study employs an exploratory quantitative research design and adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) as the conceptual framework. The overall results indicate that many participants never used Microsoft Teams, and a significant proportion expressed uncertainty about its utility. Generally, the participants had positive perceptions

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Mfuthwana, Thembeka, and Lorna M. Dreyer. "Establishing inclusive schools: Teachers’ perceptions of inclusive education teams." South African Journal of Education 38, no. 4 (2018): 1–10. http://dx.doi.org/10.15700/saje.v38n4a1703.

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Kirk, A. D., and S. Feng. "Surgeons and Research: Talent, Training, Time, Teachers and Teams." American Journal of Transplantation 11, no. 2 (2011): 191–93. http://dx.doi.org/10.1111/j.1600-6143.2010.03399.x.

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Kerble, Marc. "Incorporating Special Education Teachers into Teams: Why and How?" Middle School Journal 19, no. 4 (1988): 18–19. http://dx.doi.org/10.1080/00940771.1988.11494774.

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Mainzer, K. Lynne, Angela McPeake Gebert, Jennifer Dale, and Andrea Schanbacher. "Role of High-Performance Implementation Teams in Promoting Effective Use of Evidence-Based Practices." Journal of School Administration Research and Development 7, no. 2 (2022): 103–11. http://dx.doi.org/10.32674/jsard.v7i2.4295.

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This article posits that high-performance implementation teams are a powerful resource for administrators when supporting the effective use of evidence-based practices (EBPs) among teachers. Yearly, administrators purchase EBPs with the expectation that positive results found in research will be reproduced in their school settings. Unfortunately, teachers’ execution of these practices can fall short of the quality needed to effect substantive progress among all students. A common response is for administrators to convene implementation teams to extend help for teachers implementing EBPs. Howev

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Herbert, Sandra, and Leicha A. Bragg. "Elementary Teachers' Planning for Mathematical Reasoning through Peer Learning Teams." International Journal for Mathematics Teaching and Learning 22, no. 1 (2021): 24–43. http://dx.doi.org/10.4256/ijmtl.v22i1.291.

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Many elementary teachers find the complexity of understanding and teaching mathematical reasoning challenging. Teachers can benefit from professional learning (PL) programs designed to develop strategies to identify reasoning and implement it in mathematics lessons. This paper reports on a PL program designed to support a Peer Learning Team (PLT) of elementary teachers in Canada who were assisted by a researcher to peer-plan, peer-observe, and reflect on lessons fostering reasoning. Recorded data from PLT meetings were analysed against a planning framework to study the teachers’ growth in unde

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Susilo, Tri Ahmad Budi, Rizki Prasetya, Wahyu Sudrajad, and Abd Syakur. "Evaluating the sustainability of microsoft teams: Mathematics teachers' perspectives in digital learning environments." Journal of Advanced Sciences and Mathematics Education 4, no. 2 (2024): 163–73. https://doi.org/10.58524/jasme.v4i2.532.

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Background: The rapid adoption of technology in education has transformed the teaching and learning process, shifting from traditional classroom settings to hybrid environments that combine in-person and online learning. Microsoft Teams has become a prominent platform in digital learning, particularly during the pandemic, yet its sustainability in supporting long-term educational goals remains underexplored.Aim: This study aims to evaluate the sustainability of Microsoft Teams in digital learning environments through the perspectives of mathematics teachers in Surabaya.Methods: A quantitative-

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Qi, Hongna. "Research on the Construction of Teacher Teams in Higher Vocational Colleges." Journal of Education and Educational Research 6, no. 3 (2023): 67–70. http://dx.doi.org/10.54097/kdvbrz70.

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The construction of teachers in higher vocational colleges is of great significance to schools' development and students' growth and success. Higher vocational colleges can strengthen the construction of the teaching staff of higher vocational colleges by cultivating teachers' moral quality, consolidating teachers' teaching and educating skills, stimulating teachers' enterprising and innovative spirit, and building a teacher team growth mechanism.

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Kumalahayati, Nurfatma, and Kiayati Yusriyah. "KOMUNIKASI INTERPERSONAL GURU DAN SISWA DALAM PEMANFAATAN MICROSOFT TEAMS PADA BLENDED LEARNING." WACANA: Jurnal Ilmiah Ilmu Komunikasi 21, no. 2 (2022): 265–76. http://dx.doi.org/10.32509/wacana.v21i2.2180.

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Good interpersonal communication between teachers and students in the learning process is very necessary for the smooth running of effective learning, after the implementation of restrictions in the Covid19 era made schools implement blended learning so that the use of Microsoft Teams was used by schools as LMS to help teachers and students. students in the learning process. The purpose of this study is to determine the interpersonal communication of teachers and students in the use of Microsoft Teams, the supporting factors and barriers to interpersonal communication and how effective interpe

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Namsone, Dace, Līga Čakāne, and Dina Sarceviča - Kalviške. "TEACHER TEAMS AND SCHOOLS BECOME LEADERS TO DISSEMINATE INNOVATIVE PRACTICE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 208. http://dx.doi.org/10.17770/sie2016vol2.1393.

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We will introduce a study about teachers taking part in networking for personal development and becoming teacher leaders. In 2011 a multilevel national joint collaboration network of schools with innovative experience was created to foster dissemination of new teaching and learning experiences among teachers. In order to organize learning for teachers, a lesson based collaborative continuous teacher professional learning model was implemented. The research shows that conducting and analyzing lessons has helped participants become more competent professionals and develop skills that are crucial

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LindinhlanhlaSiphesihle, Pearl Mpanza Sumeshni Govender. "Primary School-Based Support Teams' Experiences And Practices When Supporting Teachers." Multicultural Education 8, no. 2 (2022): 272. https://doi.org/10.5281/zenodo.6323544.

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<em>School-Based Support Teams play a key role in providing support to teachers and learners through early identification and intervention to learners experiencing barriers to learning.   This study investigates School-Based Support Teams experiences of the nature of support they provided to schools.  An interpretivism paradigm, qualitative approach was adopted. A non-probability sampling method of purposive sampling was used to select participants from School-Based Support Team members from six public schools in King Cetshwayo District.  Data for this study were collected

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Musick, Geoff, Divine Maloney, Chris Flathmann, Nathan J. McNeese, and Jamiahus Walton. "Differentiated Instruction further Realized through Teacher-Agent Teaming." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (2020): 1318–22. http://dx.doi.org/10.1177/1071181320641315.

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Teacher-agent teams have the potential to increase instructional effectiveness in diverse classrooms. The agent can be trained on previous student assessment data to create a model for assessing student performance and provide instructional recommendations. We propose a conceptual model that outlines how assessment agents can be trained for and used in classrooms to create effective teacher-agent teams. Furthermore, we show how teacher-agent teams can assist in the implementation of differentiated instruction, a strategy which allows teachers to effectively instruct students of diverse backgro

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Anderson, Lotta, and Daniel Östlund. "ASSESSMENTS FOR LEARNING IN GRADES 1-9 IN A SPECIAL SCHOOL FOR STUDENTS WITH INTELLECTUAL DISABILITY IN SWEDEN." Problems of Education in the 21st Century 75, no. 6 (2017): 508–24. http://dx.doi.org/10.33225/pec/17.75.508.

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The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching an

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Badr Oqlah Al-Enzi, Badr Oqlah Al-Enzi. "The role of School Administration in the process of managing Distance Learning through the Microsoft Teams Program in following up Teachers in the State of Kuwait: دور الإدارة المدرسية في عملية إدارة التّعلم عن بُعد عبر برنامج ميكروسوفت تيمز (Microsoft Teams) في متابعة المعلمين في دولة الكويت". مجلة العلوم التربوية و النفسية 5, № 25 (2021): 18–1. http://dx.doi.org/10.26389/ajsrp.n130221.

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The study aimed to identify the role of school administration in the process of managing distance learning through the Microsoft Teams program in following up teachers in the State of Kuwait, and the descriptive analytical approach was used through the development of a questionnaire distributed to (74) teachers, who were chosen in a simple random way. The results showed that: - The role of school administration in the process of managing distance learning through the Microsoft Teams program in monitoring teachers from the teachers ’point of view in the State of Kuwait was of a moderate degree,

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Melo, Petrus Fernandes de, and Cristina Corrêa de Oliveira. "Teams Usability Assessment Using the System Usability Scale." @_GIT (Advances in Global Innovation & Technology) 1, no. 3 (2023): 52–60. https://doi.org/10.29327/2384439.1.3-5.

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Educational management systems are standard in public institutions of higher education, as they organize the daily life of the academic community. Applications that help teaching and learning are essential, and this tool's perceived usability is an important aspect for teachers. This work uses Microsoft Teams as a reference platform for evaluating usability, given that Centro Paula Souza adopted it for all teaching units. For evaluation purposes, a questionnaire was applied with demographic questions such as age, teacher presence in the institution in 2020, level of education, and the System U

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Tanikwele, Mevi Bozed, Sarkadi, and Nurzengky Ibrahim. "Application of Microsoft Teams Applications in History Learning." Journal of Education Research and Evaluation 7, no. 2 (2023): 204–13. http://dx.doi.org/10.23887/jere.v7i2.44309.

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The Microsoft Teams application is one of the learning applications that can be applied to online distance learning during the covid-19 pandemic, with the application of the Microsoft Teams learning application, teachers can increase students' interest/motivation in learning while they are at home. This study aims to analyze the implementation of history learning, the application of the Microsoft Teams application, and the obstacles encountered by history teachers using the Microsoft Teams application in learning history. This type of research uses qualitative research with a case study approa

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