Teacher collaboration for successful digital transformation of teaching and learning

Berger, Sonja (2024): Teacher collaboration for successful digital transformation of teaching and learning. Dissertation, LMU München: Fakultät für Psychologie und Pädagogik

Abstract

This doctoral thesis investigates the digital transformation of teaching and learning in secondary education in Bavaria, Germany, with a specific focus on teacher collaboration as a key support structure for facilitating the effective use of digital technologies. While digital competence has become a core component of educational policy and practice, the successful integration of educational technologies in schools remains a significant challenge due to limited resources, sporadic professional development, and inconsistent implementation strategies. Teacher collaboration, through Professional Learning Communities (PLCs), is proposed as a viable approach to address these challenges by fostering continuous professional learning, reflective dialogue, and shared innovation in teaching practices. Three studies were conducted as part of the DigitUS project to explore the role of PLCs in advancing teacher collaboration. Study 1 qualitatively analyzed collaboration processes and success factors in PLCs, identifying key internal and external conditions necessary for effective collaboration. Study 2 developed and validated a standardized instrument to measure the quality of teacher collaboration, distinguishing between the dimensions of exchange and co-construction. Study 3 derived 24 design principles for establishing successful PLCs, emphasizing the importance of goal-setting, trust, autonomy, and tailored facilitation. The findings highlight that the mere implementation of PLCs does not guarantee success; instead, motivation, adequate time, and adaptive support, particularly through PLC facilitators, are essential for sustained teacher engagement and collaboration. Furthermore, the research highlights the need for collaborative structures that are flexible and context-sensitive, allowing schools to navigate the complexities of digital transformation effectively. The thesis concludes with practical recommendations for policymakers and educational leaders, advocating for a systemic approach to embedding teacher collaboration in schools as a means to achieve high-quality digital teaching and learning.

• Dokumententyp: Dissertationen (Dissertation, LMU München)
• Keywords: teacher collaboration, digital transformation, teaching, learning
• Themengebiete: 300 Sozialwissenschaften ; 300 Sozialwissenschaften > 370 Erziehung, Schul- und Bildungswesen
• Fakultäten: Fakultät für Psychologie und Pädagogik
• Sprache der Hochschulschrift: Englisch
• Datum der mündlichen Prüfung: 25. November 2024
• 1. Bericht­erstatter:in: Fischer, Frank