Antecedents of Collaboration-Oriented Learning Activities Among Recently Certified Teachers: Evidence From Denmark

• In Event: 33.079 - Roundtable Session 12
  In Roundtable Session: 33.079-6 - Values, Beliefs, and Trust in Schools

Abstract

In Denmark, a new employment policy has been introduced for teachers. A core ambition of primary- and secondary-school reform is that it should lead to greater teacher collaboration. In this paper, we explore the antecedents of collaboration-oriented learning activities (COLA) among recently qualified Danish teachers. The results suggest that clearly defined work tasks/expectations, regular feedback from superiors, informal mentoring from more-experienced colleagues, perceived job autonomy, and affective commitment to the workplace play significant roles for the amount of beginning teachers' collaboration-oriented learning activities.

Authors

• Christian Brandmo, University of Oslo

• Dijana Tiplic, University of Oslo

• Eyvind Elstad, University of Oslo