Issue 1/2020, 12. Volume Page 48–67
Stephan Kielblock, Martin Reinert, Johanna M. Gaiser
Multiprofessional collaboration at all-day schools from an experts’ perspective
A Qualitative Content Analysis
Shortlink: https://www.waxmann.com/artikelART103911
free downloadAbstract
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 from 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.
Keywords
All-day school, Multiprofessional collaboration, Experts’ knowledge, School development, Qualitative Content Analysis
APA citation
Kielblock, S., Reinert, M. & Gaiser J. (2020). Die Entwicklung multiprofessioneller Kooperation an Ganztagsschulen aus der Perspektive von Expertinnen und Experten: Eine Qualitative Inhaltsanalyse. Journal for Educational Research Online (JERO), 12(1), 48-67. https://www.waxmann.com/artikelART103911