Exploring School-Based Teacher Collaboration in China: From the Perspective of Socially Shared Regulation Learning

• In Event: AERA Poster Session 10
  In Poster Session: Poster 10: Collaboration

Abstract

Teacher collaboration in school context is increasingly emphasized for teacher’s development but lacking in effective guiding. This paper explored the high-performing school-based teacher collaboration pattern in China from the perspective of socially shared regulation to provide reference for facilitating teacher collaboration. A case study was conducted in an elementary school in Shanghai, China to analyze the collectively regulation process and different focus of regulation in a teacher group. Results from qualitative content analysis and social network analysis showed that there were four regulatory processes in teacher collaboration: Planning, monitoring, demonstration and Evaluation, and regulation, among which process teachers collectively regulated on their shared cognition and emotion. The importance of demonstration and evaluation process and emotional regulation is further discussed.

Authors

• Yanru Hou, East China Normal University

• Xiangdong Chen, East China Normal University

• chunhong zhou