Teacher Informal Collaboration for Professional Improvement: Beliefs, Contexts, and Experience
Table 4
Frequency of opportunities for school-based teacher collaboration (%): a comparison between Chilean teacher responses to TALIS Survey and responses in 2015 Chilean study.
Never
Once a year or less
2–4 times a year
5–10 times a year
1–3 times a month
Once a week or more
TALIS
2015
TALIS
2015
TALIS
2015
TALIS
2015
TALIS
2015
TALIS
2015
Teach jointly as a team in the same class
36.4
8.4
11.8
11.5
10.4
17.2
9.2
14.0
11.9
22.6
20.3
25.5
Observe other teachers’ classes and provide feedback
55.8
35.3
13.2
15.2
10.3
15.5
7.2
11.3
8.3
15.4
5.2
6.6
Engage in joint activities across different classes and age groups (e.g. projects)
37.7
16.4
18.7
20.9
15.6
23.0
10.3
15.1
9.1
15.1
8.4
9.1
Exchange teaching materials with colleagues
14.1
7.8
11.3
11.8
17.3
17.5
16.6
21.6
20
20.4
20.7
20.8
Engage in discussions about the learning development of specific students
9.1
2.6
10.3
5.1
17.8
11.7
16.1
17.7
21.3
26.7
25.4
36.2
Work with other teachers in my school to ensure common standards in evaluations for assessing student progress
14.9
6.4
14.1
9.2
16.8
15.5
13.8
18.3
21.3
25.7
19.1
24.6
Attend team
34.5
6.9
16.7
11.1
15.2
18.3
10.1
18.6
11.8
21.1
11.7
23.7
Take part in collaborative
21.8
1.3
16.6
2.6
20.3
6.8
14.4
13.4
14.0
21.4
12.9
54.2
[9], Teacher Cooperation Tables .15; translations are slightly different: “take part in school-based professional development meetings” and “hold informal conversations with colleagues on professional topics.”
