Coding for collective learning and application
| Codes | Themes | Thematic axis |
|---|---|---|
| Cooperation (among teachers), mutual help/support for personal or/and professional issues | Practices of collective learning and application in school | Experiences of collective learning and application |
| Meetings, conversations/discussions/dialogue, and sharing opinions and experiences in legally mandated regular teacher meetings | ||
| Informative meetings by external experts (seminars/trainings) | ||
| Informal teacher meetings outside school | ||
| Applying new team learning in practice and monitoring its results, feedback to all members and acceptance of mistakes | ||
| Development of teacher learning groups | ||
| Teachers’ discovery of new ways to implement their “compulsory professional obligation” regarding further professional learning (principals’ answers) | ||
| Meeting individual needs of students and satisfaction of goals to improve student learning | Outcomes of collective learning and application | |
| Identifying and solving teachers’ problems regarding the educational process | ||
| Non-isolation of teachers and a sense of “belonging” to the school community, development of a cooperative school climate and acceptance of a common school vision | ||
| Enrichment/modification of teachers’ personal theory to enhance their professional development, improve the teaching process and upgrade the education provided | ||
| Improvement of the entire school | ||
| No pressure on teachers regarding the curriculum | Principals’ contribution to collective learning and application based on their views | |
| Encourage learning and professional development of teachers (e.g. seminars/trainings) | ||
| Failure to achieve cooperation among teachers for some duties | Factors inhibiting collective learning and application (principals’ views) | |
| Vertical hierarchical relationships in the educational system, undermining the system | ||
| Reluctance of teachers towards change and innovation |
| Codes | Themes | Thematic axis |
|---|---|---|
| Cooperation (among teachers), mutual help/support for personal or/and professional issues | Practices of collective learning and application in school | Experiences of collective learning and application |
| Meetings, conversations/discussions/dialogue, and sharing opinions and experiences in legally mandated regular teacher meetings | ||
| Informative meetings by external experts (seminars/trainings) | ||
| Informal teacher meetings outside school | ||
| Applying new team learning in practice and monitoring its results, feedback to all members and acceptance of mistakes | ||
| Development of teacher learning groups | ||
| Teachers’ discovery of new ways to implement their “compulsory professional obligation” regarding further professional learning (principals’ answers) | ||
| Meeting individual needs of students and satisfaction of goals to improve student learning | Outcomes of collective learning and application | |
| Identifying and solving teachers’ problems regarding the educational process | ||
| Non-isolation of teachers and a sense of “belonging” to the school community, development of a cooperative school climate and acceptance of a common school vision | ||
| Enrichment/modification of teachers’ personal theory to enhance their professional development, improve the teaching process and upgrade the education provided | ||
| Improvement of the entire school | ||
| No pressure on teachers regarding the curriculum | Principals’ contribution to collective learning and application based on their views | |
| Encourage learning and professional development of teachers (e.g. seminars/trainings) | ||
| Failure to achieve cooperation among teachers for some duties | Factors inhibiting collective learning and application (principals’ views) | |
| Vertical hierarchical relationships in the educational system, undermining the system | ||
| Reluctance of teachers towards change and innovation |
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