Cooperation of Teachers Working in a Specialized Pedagogy-Oriented Class: Mechanisms, Conditions, and Principles
DOI:
https://doi.org/10.52575/2712-7451-2025-44-4-718-727Keywords:
teacher cooperation, specialized class, pedagogical interaction, mechanisms of collaboration, organizational conditions, principles of cooperationAbstract
Modern trends of digitalization and individualization of education impose higher requirements on the quality of future teachers' training in specialized pedagogical classes. Despite the recognized importance of teacher cooperation as a factor in the effectiveness of the educational process, its internal mechanisms, organizational and managerial conditions, and principles in the context of such specialized classes remain understudied. The aim of the research is to provide a theoretical foundation for teacher cooperation in specialized pedagogical classes as strategic collaboration. Using the methods of conceptual analysis and theoretical modeling, three key cooperation mechanisms have been identified and described (self-improvement motivation, productivity enhancement, favorable socio-psychological climate formation), along with the necessary conditions and principles for their implementation. The results contribute to the development of the theory of pedagogical cooperation and are addressed to the heads of educational organizations and practicing teachers for designing effective interaction models.
References
Список литературы
Запорожченко Г.М. 2021. Кооперация в условиях российской модернизации начала XX в.: новые исследовательские подходы. Гуманитарные науки в Сибири, 28(2): 56–62. DOI: 10.15372/HSS20210208
Кочукова О.Н. 2023. Педагогические возможности учебного сотрудничества в развитии дивергентного мышления обучающихся. Вестник Тамбовского университета. Серия: Гуманитарные науки, 28(2): 247–257. DOI: 10.20310/1810-0201-2023-28-2-247-257
Мартынов В.В., Мартынова Н.В. 2020. Педагогика сотрудничества как образовательная технология в формировании творческих способностей студентов вуза в процессе реализации учебного проекта. Педагогический журнал, 10(3А): 447–456. DOI: 10.34670/AR.2020.38.52.098
Мордвинова Е.Л., Вакулина Е.В. 2022. Эффективное командообразование посредством мотивации. Научный альманах Центрального Черноземья, 2–4: 434–439.
Панфилова М.С. 2018. Роль командообразования в развитии организации. В кн.: Актуальные вопросы экономики и управления. Сборник материалов IV Международной научно-практической конференции (Новосибирск, 02 марта – 04 2018 г.). Под ред. С.С. Чернова. Новосибирск, Центр развития научного сотрудничества: 68–73.
Солодова Е.П., Калмыкова Д.А., Полупан К.Л. 2018. Командообразование как современный способ управления человеческими ресурсами. Вестник Самарского университета. Экономика и управление, 9(4): 67–72.
Фролова Е.В., Рогач О.В. 2023. Доверие как фактор развития кооперации в России. Мониторинг общественного мнения: экономические и социальные перемены, 23(6): 35–57. DOI: 10.14515/monitoring.2023.6.2405
Хабаху С.Н. 2017а. К методологии исследования кооперации как социального института: достижения и перспективы. Теория и практика общественного развития, 11: 47–50. DOI: 10.24158/tipor.2017.11.9
Хабаху С.Н. 2017б. Кооперация как социальный институт. Aspectus, 3: 31–37.
Хмаренко Н.И. 2021. Генезис, сущность и компонентный состав педагогической технологии «Обучение в сотрудничестве». Вестник Тамбовского университета. Серия: Гуманитарные науки, 26(193): 38–46. DOI: 10.20310/1810-0201-2021-26-193-38-46
Цукерман Г.А. 2020. Совместное учебное действие: решенные и нерешенные вопросы. Психологическая наука и образование 25(4): 51–59. DOI: 10.17759/pse.2020250405
Adl-Amini K., Völlinger V. A., Eckart A. 2024. Implementation quality of cooperative learning and teacher beliefs: a mixed methods study. European Journal of Psychology of Education, 39: 2267–2281. DOI: 10.1007/s10212-023-00769-3
Avalos-Bevan B., Bascope M. 2017. Teacher informal collaboration for professional improvement: Beliefs, Contexts, and Experience. Education Research International, 1. DOI: 10.1155/2017/1357180
Bach A., Thiel F. 2024. Collaborative online learning in higher education: quality of digital interaction and associations with individual and group-related factors. Frontiers in Education, 9. DOI: 10.3389/ feduc.2024.1356271
Cravens X.C., Hunter S.B. 2021. Assessing the impact of collaborative inquiry on teacher performance and effectiveness. School Effectiveness and School Improvement, 32(4): 564–606. DOI: 10.1080/09243453.2021.1923532
De Jong L., Meirink J., Admiraal W. 2022. School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research, 112. DOI: 10.1016/j.ijer.2022.101927
García-Martínez I., Montenegro-Rueda M., Molina-Fernández E., Fernández-Batanero J. 2021. Mapping teacher collaboration for school success. School Effectiveness and School Improvement, 32(4):
–649. DOI: 10.1080/09243453.2021.1925700
Gardesten M. 2023. How co-teaching may contribute to inclusion in mathematics education. Education Sciences, 13(7): 677. DOI: 10.3390/educsci13070677
Lipscombe K., Buckley-Walker K., McNamara P. 2020. Understanding collaborative teacher teams as open systems. Professional Development in Education, 46(3): 373–390. DOI: 10.1080/19415257. 2019.1613256
Malik A., Jamil B., Jadoon M., Asim N. 2024. Teachers' perspective regarding co-teaching classes:
A qualitative study. Pakistan Journal of Medical Sciences, 40(11): 2524–2532. DOI: 10.12669/pjms.40.11.9258
Mora-Ruano J.G., Heine J.-H., Gebhardt M. 2019. Does teacher collaboration improve student achievement? Analysis of the German PISA 2012 sample. Frontiers in Education, 4. DOI: 10.3389/feduc.2019.00085
Prieto-Saborit J.A., Menéndez-Espina S., Mendez-Alonso D., Jiménez-Arberas E., Llosa Jo.A., Hernandez P.N. 2025. Application of Cooperative Learning and Its Relation to 3×2 Achievement Goals in Teachers. Education Sciences, 15(5), 595. DOI: 10.3390/educsci15050595
Saks K., Hunt P., Leijen Ä., Lepp L. 2025. From Zero Collaboration to Teamwork: Forms of Teacher Collaboration and Factors That Support or Hinder It. Education Sciences, 15(1), 87. DOI: 10.3390/educsci15010087
Slakmon B., Abdu R. 2024. Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings. International Journal of Computer-Supported Collaborative Learning, 19(2): 137–155. DOI: 10.1007/s11412-024-09423-6
Wakeman S.Н, Johnson H.N., Ouedraogo K.H., Sinclair K. 2024. Recognition of Effective Co-Teaching Practices by Interdisciplinary Pre-service Candidates. Trends in Higher Education, 3(4): 960–977. DOI: 10.3390/higheredu3040056
Zach S., Avugos S. 2024. Co-teaching in higher education: implications for teaching, learning, engagement, and satisfaction. Frontiers in Sports and Active Living, 6. DOI: 10.3389/fspor.2024.1424101
Zhang Y., Guan X., Wang J., Yin S., Li X., Li Y., Jobe M.C., Ahmed M.Z. 2025. The impact of perceived teacher support on students’ learning approach: the chain mediating role of academic engagement and achievement goal orientation. Frontiers in Psychology, 16: 1513538. DOI: 10.3389/fpsyg.2025.1513538
Zhou T., Colomer J. 2024. Cooperative learning promoting cultural diversity and Individual Accountability: A Systematic Review. Education Sciences, 14(6): 567. DOI: 10.3390/ educsci14060567
References
Zaporozhchenko G.M. 2021. Cooperation under Conditions of the Russian Modernization in the Early
XX Century: New Research Approaches. Humanitarian Sciences in Siberia, 28(2): 56–62
(in Russian). DOI: 10.15372/HSS20210208
Kochukova O.N. 2023. Pedagogical possibilities of educational cooperation in the development of divergent thought of students. Tambov University Review. Series: Humanities, 28(2): 247–257
(in Russian). DOI: 10.20310/1810-0201-2023-28-2-247-257
Martynov V.V., Martynova N.V. 2020. Cooperation pedagogy as educational technology in the development of creative abilities in students of higher education institutions during the implementation of an educational project. Pedagogical Journal, 10(3A): 447–456 (in Russian).
Мordvinova E.L., Vakulina E.V. 2022. Effective Team Building Through Motivation. Nauchnyi Al'manakh Tsentral'nogo Chernozem'ya, 2–4: 434–439.
Panfilova M.S. 2018. Rol' komandoobrazovaniya v razvitii organizatsii [The Role of Team Building in Organization Development]. In: Aktual'nye voprosy ekonomiki i upravleniya [Current Issues in Economics and Management]. Collection of Materials of the IV International Scientific and Practical Conference (Novosibirsk, March 2–April 2018). Ed. S.S. Chernov. Novosibirsk, Publ. Tsentr razvitiya nauchnogo sotrudnichestva: 68–73.
Solodova E.P., Kalmykova D.A., Polupan K.L. 2018. Team Building as a Modern Method for Human Resource Management. Vestnik of Samara University. Economics and Management, 9(4): 67–72
(in Russian).
Frolova E.V., Rogach O.V. 2023. Trust as a Factor of the Development of Cooperation in Russia. Monitoring of Public Opinion: Economic and Social Changes, 23(6): 35–57 (in Russian). DOI: 10.14515/monitoring.2023.6.2405
Khabakhu S.N. 2017а. To Cooperation Research Methodology as a Social Institution: Achievements and Prospects. Theory and Practice of Social Development, 11: 47–50. DOI: 10.24158/tipor.2017.11.9
Khabakhu S.N. 2017б. Cooperation as Social Institute. Aspectus, 3: 31–37.
Khmarenko N.I. 2021. Genesis, essence and structure of pedagogical technology “Cooperative learning”. Tambov University Review. Series: Humanities, 26(193): 38–46. DOI: 10.20310/1810-0201-2021-26-193-38-46
Zuckerman G.A. 2020. Coaction of Learners: Resolved and Unresolved Issues. Psychological Science and Education, 25(4): 51–59. DOI: 10.17759/pse.2020250405
Adl-Amini K., Völlinger V. A., Eckart A. 2024. Implementation quality of cooperative learning and teacher beliefs: a mixed methods study. European Journal of Psychology of Education, 39: 2267–2281. DOI: 10.1007/s10212-023-00769-3
Avalos-Bevan B., Bascope M. 2017. Teacher informal collaboration for professional improvement: Beliefs, Contexts, and Experience. Education Research International, 1. DOI: 10.1155/2017/1357180
Bach A., Thiel F. 2024. Collaborative online learning in higher education: quality of digital interaction and associations with individual and group-related factors. Frontiers in Education, 9. DOI:10.3389/ feduc.2024.1356271
Cravens X.C., Hunter S.B. 2021. Assessing the impact of collaborative inquiry on teacher performance and effectiveness. School Effectiveness and School Improvement, 32(4): 564–606. DOI 10.1080/09243453.2021.1923532
De Jong L., Meirink J., Admiraal W. 2022. School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research, 112. DOI: 10.1016/j.ijer.2022.101927
García-Martínez I., Montenegro-Rueda M., Molina-Fernández E., Fernández-Batanero J. 2021. Mapping teacher collaboration for school success. School Effectiveness and School Improvement, 32(4):
–649. DOI: 10.1080/09243453.2021.1925700
Gardesten M. 2023. How co-teaching may contribute to inclusion in mathematics education. Education Sciences, 13(7): 677. DOI: 10.3390/educsci13070677
Lipscombe K., Buckley-Walker K., McNamara P. 2020. Understanding collaborative teacher teams as open systems. Professional Development in Education, 46(3): 373–390. DOI: 10.1080/ 19415257.2019.1613256
Malik A., Jamil B., Jadoon M., Asim N. 2024. Teachers' perspective regarding co-teaching classes:
A qualitative study. Pakistan Journal of Medical Sciences, 40(11): 2524–2532. DOI: 10.12669/pjms.40.11.9258
Mora-Ruano J.G., Heine J.-H., Gebhardt M. 2019. Does teacher collaboration improve student achievement? Analysis of the German PISA 2012 sample. Frontiers in Education, 4. DOI: 10.3389/feduc.2019.00085
Prieto-Saborit J.A., Menéndez-Espina S., Mendez-Alonso D., Jiménez-Arberas E., Llosa Jo.A., Hernandez P.N. 2025. Application of Cooperative Learning and Its Relation to 3×2 Achievement Goals in Teachers. Education Sciences, 15(5), 595. DOI: 10.3390/educsci15050595
Saks K., Hunt P., Leijen Ä., Lepp L. 2025. From Zero Collaboration to Teamwork: Forms of Teacher Collaboration and Factors That Support or Hinder It. Education Sciences, 15(1): 87. DOI: 10.3390/educsci15010087
Slakmon B., Abdu R. 2024. Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings. International Journal of Computer-Supported Collaborative Learning, 19(2): 137–155. DOI: 10.1007/s11412-024-09423-6
Wakeman S.Н, Johnson H.N., Ouedraogo K.H., Sinclair K. 2024. Recognition of Effective Co-Teaching Practices by Interdisciplinary Pre-service Candidates. Trends in Higher Education, 3(4): 960–977. DOI: 10.3390/higheredu3040056
Zach S., Avugos S. 2024. Co-teaching in higher education: implications for teaching, learning, engagement, and satisfaction. Frontiers in Sports and Active Living, 6. DOI: 10.3389/fspor.2024.1424101
Zhang Y., Guan X., Wang J., Yin S., Li X., Li Y., Jobe M.C., Ahmed M.Z. 2025. The impact of perceived teacher support on students’ learning approach: the chain mediating role of academic engagement and achievement goal orientation. Frontiers in Psychology, 16: 1513538. DOI: 10.3389/fpsyg.2025.1513538
Zhou T., Colomer J. 2024. Cooperative learning promoting cultural diversity and Individual Accountability: A Systematic Review. Education Sciences, 14(6): 567. DOI: 10.3390/educsci14060567
Abstract views: 0
Share
Published
How to Cite
Issue
Section
Copyright (c) 2025 Наталья Сергеевна Губатенко
This work is licensed under a Creative Commons Attribution 4.0 International License.
