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Cited by 51Teacher Education and Leadership StudiesSchool Leadership and Teacher PerformanceTeacher Professional Development and Motivation

Motivational Aspects of Teacher Collaboration

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Kolleck, Nina·2019·Frontiers in Education
DOI 10.3389/feduc.2019.00122
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Abstract

The mutual dependency of teacher collaboration and motivation has emerged as a promising research field. This article now sets out to systematically review peer-reviewed articles on the interconnection of these concepts. It looks at main findings, identifies ambiguities and contradictions in the constructs and highlights their contested nature. It is shown that many studies use different theoretical approaches and conceptual operationalizations. This leads to inconsistent empirical findings. In addition, teacher collaboration is often perceived as a threat to teacher autonomy. This is surprising considering that both teacher collaboration and teacher autonomy positively affect teacher motivation according to many empirical findings.

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  • Science remains marginalised within many early years' curricula.

    “Despite widespread recognition that early exposure to science cultivates curiosity, critical thinking, and problem solving, research consistently indicates that science remains marginalised within many early years' curricula.”

    From Teaching Science anew in the Foundation Phase: Reimagining pre-service teacher learning for Inclusive Early Pedagogy (2026) · cites this paper as [13]

    The Limitations section describes the review as focused on teacher motivation and collaboration; the Policies and Development Programs section likewise discusses collaboration, not science curricula. Searches for early-years science and its marginalisation found no passage addressing the claim. Page numbers were not available in our copy. (LLM, conf=0.76)

    Experimental — accuracy not yet measured

  • PCK gives limited attention to the relational and institutional conditions through which pedagogical knowledge is developed, practised, and sustained.

    “While PCK clarifies the nature of pedagogical knowledge required for effective science teaching, it gives limited attention to the relational and institutional conditions through which such knowledge is developed, practised, and sustained.”

    From Teaching Science anew in the Foundation Phase: Reimagining pre-service teacher learning for Inclusive Early Pedagogy (2026) · cites this paper as [34]

    The ‘Policies and Development Programs’ and ‘Implications for Practice’ sections discuss how social relationships and school structures affect teacher collaboration and development. But a search for ‘PCK’ and ‘pedagogical content knowledge’ found no passage assessing that framework or saying it gives limited attention to those conditions. (LLM, conf=0.77)

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Cited by

Sorted by citations

Authors
Kolleck, N.
Affiliations
Leipzig University (DE)
Corresponding author
Kolleck, Nina
ORCID
Kolleck, Nina
Venue
Frontiers in Education
Publisher
Frontiers Media SA
Published
2019-10-24
Volume
4
ISSN
2504-284X (ISSN-L)
DOI
10.3389/feduc.2019.00122
OpenAlex
W2981694176
Cited by
51
References
7
Citations by year
2026: 11 · 2025: 10 · 2024: 8 · 2023: 6 · 2022: 9 · 2021: 5 · 2020: 2
FWCI
10.79
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Refubium (Universitätsbibliothek der Freien Universität Berlin) (submittedVersion, cc-by)
  • Universitätsbibliothek der FU Berlin Hochschulschriftenstelle u. Dokumentenserver (cc-by)
Funders
  • Deutsche Forschungsgemeinschaft
  • Stiftung Mercator
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › School Leadership and Teacher Performance
  • Social Sciences › Education › Teacher Professional Development and Motivation
Keywords
teacher collaboration, teacher motivation, teacher autonomy, teacher professional development, theoretical approaches, teacher learning communities

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