Journalartikel

Jahr der Veröffentlichung: 2020

Seiten: 47-66

Zeitschrift: Journal for Educational Research Online = Journal für Bildungsforschung Online

Bandnummer: 12

Heftnummer: 1

ISSN: 1866-6671

Verlag: Waxmann

Abstract: 
The present study starts at the assumption that developing all-day schools is only possible, if multiprofessional collaboration amongst practitioners with different backgrounds is developed. A vast range of empirical studies is available, yet, it seems that studies have emphasized nearly all aspects of all-day schools as being of major importance for developing better collaboration amongst practitioners with different backgrounds. In order to extract the relevant factors, this study investigated experts on school development. These experts have been asked how multiprofessional collaboration can be developed and their answers were analyzed using Content Analysis (Mayring). As a result, six major categories could be extracted from the data: pedagogical practitioners, pedagogical team-practices, written agreements, space and time for collaboration, context, and routines of exchanging information. These aspects are described and discussed.

Harvard-Zitierstil: Kielblock, S., Reinert, M. and Gaiser, J. (2020) Multiprofessional collaboration at all-day schools from an experts' perspective A Qualitative Content Analysis, Journal for Educational Research Online = Journal für Bildungsforschung Online, 12(1), pp. 47-66

APA-Zitierstil: Kielblock, S., Reinert, M., & Gaiser, J. (2020). Multiprofessional collaboration at all-day schools from an experts' perspective A Qualitative Content Analysis. Journal for Educational Research Online = Journal für Bildungsforschung Online. 12(1), 47-66.