Volume 46, Issue 2, January 2020, Pages 165–176
Oscar GBOISSO ASOBEE1
1 Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This article aims to present an overview of the question on cooperative research between teachers by browsing the scientific literature (books, articles, websites, ...) relating to previous studies. This literature review has allowed us to collect important information on this subject by assigning us 7 objectives. The first objective focused on the conceptual clarification used to describe cooperation between teachers. The second objective concerns the nature of the cooperation. This precision is important because it unseals the complexity of cooperation and its different types in school environments. The third displays the list of cooperation indicators. As built, cooperation can only be apprehended and evaluated through its characteristic features. The fourth lists the conditions for carrying out the cooperation. There are prerequisites without which cooperation can neither start nor be established in a school structure. The fifth concerns the impact of cooperation. This has a natural impact, negative or positive, on schools, teachers and students. The sixth identifies the factors that determine the effectiveness of cooperation. Their use can be used for the effective implementation of a professional community in a school. Finally, the seventh evaluates the effectiveness of teacher cooperation on student performance. This presentation makes it possible to understand the relevance of its use as an indicator of the school effect or the teaching effect on academic performance.
Author Keywords: cooperation, teachers, scientific literature, school environment, efficiency.
Oscar GBOISSO ASOBEE1
1 Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This article aims to present an overview of the question on cooperative research between teachers by browsing the scientific literature (books, articles, websites, ...) relating to previous studies. This literature review has allowed us to collect important information on this subject by assigning us 7 objectives. The first objective focused on the conceptual clarification used to describe cooperation between teachers. The second objective concerns the nature of the cooperation. This precision is important because it unseals the complexity of cooperation and its different types in school environments. The third displays the list of cooperation indicators. As built, cooperation can only be apprehended and evaluated through its characteristic features. The fourth lists the conditions for carrying out the cooperation. There are prerequisites without which cooperation can neither start nor be established in a school structure. The fifth concerns the impact of cooperation. This has a natural impact, negative or positive, on schools, teachers and students. The sixth identifies the factors that determine the effectiveness of cooperation. Their use can be used for the effective implementation of a professional community in a school. Finally, the seventh evaluates the effectiveness of teacher cooperation on student performance. This presentation makes it possible to understand the relevance of its use as an indicator of the school effect or the teaching effect on academic performance.
Author Keywords: cooperation, teachers, scientific literature, school environment, efficiency.
Abstract: (french)
Cet article se propose de présenter un état de la question sur la recherche en coopération entre enseignants en parcourant la littérature scientifique (ouvrages, articles, sites Web, …) relative aux études antérieures. Ce parcours de la littérature a permis de collecter des informations importantes à ce sujet en nous assignant 7 objectifs. Le premier objectif s’est intéressé à la clarification conceptuelle d’usage pour décrire la coopération entre enseignants. Le deuxième objectif porte sur la nature de la coopération. Cette précision est importante, car elle permet desceller la complexité de la coopération et ses différents types dans les milieux scolaires. Le troisième affiche la liste d’indicateurs de la coopération. Comme construit, la coopération ne peut être appréhendée et évaluée qu’à travers ses traits caractéristiques. Le quatrième énumère les conditions de réalisation de la coopération. Il est des préalables sans lesquelles une coopération ne peut ni démarrer, ni s’installer dans une structure scolaire. Le cinquième concerne les retombées de la coopération. Celle-ci a bien naturellement d’effets, -négatif ou positif-, sur les écoles, les enseignants et sur les élèves. Le sixième relève les facteurs de l’efficacité de la coopération. Leur exploitation peut servir pour une mise en œuvre efficace d’une communauté professionnelle dans une école. Enfin, le septième évalue l’efficacité de la coopération entre enseignants sur les performances des élèves. Cette présentation permet de saisir la pertinence de son utilisation comme indicateur de l’effet-école ou de l’effet-enseignant sur les résultats scolaires.
Author Keywords: coopération, enseignants, littérature scientifique, milieu scolaire, efficacité.
How to Cite this Article
Oscar GBOISSO ASOBEE, “Coopération entre enseignants : Une revue de littérature,” International Journal of Innovation and Scientific Research, vol. 46, no. 2, pp. 165–176, January 2020.
