2025 №1 / Командалық жұмысың үш құрамдас бөлігі: оқу, диалог және сенім
Командалық жұмысың үш құрамдас бөлігі: оқу, диалог және сенім
Авторлары: Говард Янгс
DOI: 10.62670/2308-7668.2025.51.1.003
Дереккөз: 51 шығарылым, № 1, 07 сәуір 2025 ж.
Басып шығарушы: "Педагогикалық шеберлік орталығы" ЖМ
Құжат түрі: Шолу мақаласы
Аннотация
Командалық жұмыс күнделікті жоспарланған іс-әрекеттерді қажет етеді. Ол мектеп басшылары, топ көшбасшылары және мұғалімдер командалық оқытуды қамтамасыз ету үшін білім алушы ретінде әрекет еткен кезде табысты болады. Мұғалімдер ұжымындағы командалық жұмысты жетілдіру тәсілдерінің бірі – командалық жұмыстың үш құрамдас бөлігі күнделікті тәжірибеде бірін-бірі толықтыруын қамтамасыз ете отырып бірлескен зерттеу жүргізу. Командалық жұмыстың құрамдас бөліктері – оқу, диалог және сенім.
Түйін сөздер: командалық жұмыс, бірлескен зертеу, командалық оқу, оқушыларды оқыту, диалог, сенім
Әдебиеттер
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14. Lysberg, J. (2023). Unpacking capabilities for professional learning: teachers’ reflections on
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1–16. https://doi.org/10.1108/JWL-01-2022-0008.
15. Grootenboer, P., Edwards-Groves, C., & Rönnerman, K. (2020). Middle leadership in schools: A practical guide for leading learning. Routledge.
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spaces with schools: A ten-year journey. Education Sciences, 14(6), 599. https://doi.org/10.3390/
educsci14060599.
21. Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Teachers and Teaching, 25(5), 603–621. https://doi.org/10.1080/13540602.2019.1639499.
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23. Yakavets, N., Winter, L., Malone, K., Zhontayeva, Z., & Khamidulina, Z. (2023). Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan. Journal of Educational Change, 24(4), 727–757. https://doi.org/10.1007/s10833-022-09463-5.
24. Youngs, H. (2014). Moving beyond distributed leadership to distributed forms: A contextual
and socio-cultural analysis of two New Zealand secondary schools. Leading & Managing, 20(2),
88–103.
25. Youngs, H. (2017). A critical exploration of collaborative and distributed leadership in higher
education: Developing an alternative ontology through leadership-as-practice. Journal of Higher
Education Policy and Management, 39(2), 140–154. https://doi.org/10.1080/1360080X.2017.1276662.
2. Daud Munayyer, V. (2024). The Effect of Middle Leaders’ Cognitive Complexity on Team Performance and Conflict Management Through Middle Leaders’ Positive Perception of Diversity. Journal of School Leadership, 34(6), 541–564. https://doi.org/10.1177/10526846241271461.
3. Cardno, C. (2012). Managing effective relationships in education. Sage Publications.
4. Nelson, T. H., & Slavit, D. (2008). Supported teacher collaborative inquiry. Teacher Education Quarterly, 35(1), 99–116. http://www.jstor.org/stable/23479033.
5. Lysberg, J. (2023). Unpacking capabilities for professional learning: teachers’ reflections on processes of collaborative inquiry in situated teamwork. Journal of Workplace Learning, 35(1), 1–16. https://doi.org/10.1108/JWL-01-2022-0008.
6. Kaser, L., & Halbert, J. (2014). Creating and sustaining inquiry spaces for teacher learning and system transformation. European Journal of Education, 49(2), 206–217. https://doi.org/10.1111/ejed.12079.
7. Youngs, H., Stringer, P., & Ogram, M. (2016). The (re)emergence of collaboration: School leadership and collaborative inquiry in practice New Zealand Association for Research in Education Annual Conference: The politics of learning / Nōku anō te Takapau Wharanui, Victoria University of Wellington. url: https://www.researchgate.net/publication/379447018_The_reemergence_of_collaboration_School_leadership_and_collaborative_inquiry_in_practice#fullTextFileContent.
8. Youngs, H., & Ogram, M. (2024). Multi-Level leadership development using co-constructed spaces with schools: A ten-year journey. Education Sciences, 14(6), 599. https://doi.org/10.3390/educsci14060599.
9. Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (revised and updated). Random House.
10. Wiese, C. W., & Burke, C. S. (2019). Understanding team learning dynamics over time [Review]. Frontiers in Psychology, 10(1417). https://doi.org/10.3389/fpsyg.2019.01417.
11. Le Fevre, D. (2014). Barriers to implementing pedagogical change: The role of teachers’
perception of risk. Teaching and Teacher Education, 38(1), 56–64.
12. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration [BES]. New Zealand Ministry of Education.
13. Bishop, R. (2019). Teaching to the north-east: Relationship-based learning in practice. NZCER.
14. Lysberg, J. (2023). Unpacking capabilities for professional learning: teachers’ reflections on
processes of collaborative inquiry in situated teamwork. Journal of Workplace Learning, 35(1),
1–16. https://doi.org/10.1108/JWL-01-2022-0008.
15. Grootenboer, P., Edwards-Groves, C., & Rönnerman, K. (2020). Middle leadership in schools: A practical guide for leading learning. Routledge.
16. Dinh, J. V., & Salas, E. (2017). Factors that influence teamwork. In E. Salas, R. Rico, & J. Passmore (Eds.), The Wiley Blackwell Handbook of the Psychology of Team Working and Collaborative Processes (pp. 15–41). John Wiley & Sons Ltd.
17. Decuyper, S., Dochy, F., & Van den Bosshe, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5(2), 111–133. https://doi.org/10.1016/j.edurev.2010.02.002.
18. Wiese, C. W., & Burke , C. S. (2019). Understanding team learning dynamics over time. Frontiers in Psychology, 10(1417). https://doi.org/10.3389/fpsyg.2019.01417.
19. Cardno, C. (2020). Managing leadership dilemmas. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.768.
20. Youngs, H., & Ogram, M. (2024). Multi-Level leadership development using co-constructed
spaces with schools: A ten-year journey. Education Sciences, 14(6), 599. https://doi.org/10.3390/
educsci14060599.
21. Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Teachers and Teaching, 25(5), 603–621. https://doi.org/10.1080/13540602.2019.1639499.
22. Grootenboer, P., Edwards-Groves, C., & Rönnerman, K. (2020). Middle leadership in schools: A practical guide for leading learning. Routledge.
23. Yakavets, N., Winter, L., Malone, K., Zhontayeva, Z., & Khamidulina, Z. (2023). Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan. Journal of Educational Change, 24(4), 727–757. https://doi.org/10.1007/s10833-022-09463-5.
24. Youngs, H. (2014). Moving beyond distributed leadership to distributed forms: A contextual
and socio-cultural analysis of two New Zealand secondary schools. Leading & Managing, 20(2),
88–103.
25. Youngs, H. (2017). A critical exploration of collaborative and distributed leadership in higher
education: Developing an alternative ontology through leadership-as-practice. Journal of Higher
Education Policy and Management, 39(2), 140–154. https://doi.org/10.1080/1360080X.2017.1276662.