Scale: Science specific teacher collaboration
Related constructMaßnahmen der Qualitätsentwicklung
Theoretical allocation in original studyTeacher qualification and professional knowledge/Teacher qualification/Professional development/
OriginSelf-developed scale
SourceCore 6 Development ,
CitationKuger, S.; Jude, N.; Klieme, E.; Kaplan, D. (2016). Science specific teacher collaboration - Lehrkräfte [Fragebogenskala: Version 1.0]. In: Programme for International Student Assessment (2015) - Fragebogenerhebung Chapter 04 - Field Trial (PISA 2015) [Skalenkollektion: Version 1.0]. Datenerhebung 2014. Frankfurt am Main: Forschungsdatenzentrum Bildung am DIPF. http://dx.doi.org/10.7477/150:0:1
Theoretical background--
Target groupTeacher Science
Time Period of Data Collection2014
Release date30.06.2020
Number of items22
IntroductionTo what extent do you disagree or agree with the following statements about regular cooperation among your fellow [school science] teachers and yourself?
Please select one response in each row.
Items
| Item text | Mean value | Standard deviation | Accuracy |
|---|---|---|---|
| We pursue the same educational objectives. | 3.31 | 0.59 | -- |
| We decide together what teaching materials should be used in lessons. | 3.08 | 0.68 | -- |
| Apart from end-of-term conferences, we rarely discuss what targets students are expected to achieve in [school science] lessons. | 2.08 | 0.81 | -- |
| We discuss the achievement requirements for [school science] when setting tests. | 3.05 | 0.68 | -- |
| We communicate information about subject-related issues. | 3.27 | 0.61 | -- |
| We cooperate constructively on ways of teaching [school science]. | 3.14 | 0.66 | -- |
| It is natural for us to cooperate on what homework to give to our students. | 2.71 | 0.79 | -- |
| We use our lesson-free periods to work together. | 2.70 | 0.76 | -- |
| We exchange tasks that we used to create written tests. | 2.98 | 0.74 | -- |
| Our criteria for grading tests differ very little. | 2.99 | 0.68 | -- |
| We discuss the criteria we use to grade written tests. | 3.07 | 0.69 | -- |
| We discuss ways to stimulate students' [broad science] skills. | 3.07 | 0.65 | -- |
| We exchange tasks for lessons and homework that cover a range of different levels of difficulty. | 2.86 | 0.73 | -- |
| I prepare a selection of teaching units with my fellow [school science] teachers. | 2.84 | 0.77 | -- |
| We discuss ways to teach learning strategies and techniques to our students. | 3.02 | 0.66 | -- |
| I discuss lessons with other [school science] teachers even outside official meetings and conferences. | 3.06 | 0.66 | -- |
| We exchange teaching material. | 3.09 | 0.67 | -- |
| My fellow [school science] teachers benefit from my specific skills and interests. | 3.00 | 0.64 | -- |
| Our discussions mostly focus on the achievements of our students. | 2.83 | 0.70 | -- |
| We discuss ways to better identify students' individual strengths and weaknesses. | 2.95 | 0.67 | -- |
| We discuss strategies for coping with professional problems. | 2.98 | 0.67 | -- |
| We talk in an open manner about our experiences with classroom teaching. | 3.23 | 0.64 | -- |
Response category
| Value | Meaning |
|---|---|
| 1 | Strongly disagree |
| 2 | Disagree |
| 3 | Agree |
| 4 | Strongly agree |
StudyPISA - Programme for International Student Assessment (2015)