Skip to main content
SpringerLink
Log in

Collaboration between Faculty Members and School Counselors: An Experience from a Case-based Course

  • Published:
Innovative Higher Education Aims and scope Submit manuscript

Abstract

This article describes the experience in Spain of a specific collaboration between university teachers and school counselors, which used case-based approaches in a teacher training program. The collaboration ran for four years and involved 300 graduate students, two university teachers, and six school counselors. Three basic features enabled this collaboration: a) horizontal relationships, b) a spirit of mutual help and confidence, and c) autonomy. The outcome of the experience can be evaluated in terms of both the case-based teaching process itself and its impact on student learning and the professional development of teachers and counselors involved.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Arellano, E., Barcenal, T., Bilbao, P., Castellano, M., Nichols, S., & Tippins, D. (2001). Case-based pedagogy as a context for collaborative inquiry in the Philippines. Journal of Research in Science Teaching, 38(5), 502–528.

    Article  Google Scholar 

  • Austin, A., & Baldwin, R. (1991). Faculty collaboration: Enhancing the quality of scholarship and teaching. Washington, DC: George Washington University. ASHE-ERIC Report, 7.

    Google Scholar 

  • Ball, S. (1993). Education policy, power relations and teachers’ work. British Journal of Educational Studies, 41(2), 106–121.

    Article  Google Scholar 

  • Baldwin, R., & Chang, D. (2007). Collaborating to learn, learning to collaborate. Peer Review, 29(4), 26–30.

    Google Scholar 

  • Bickel, W., & Hattrup, R. (1995). Teachers and researchers in collaboration: Reflections on the process. American Educational Research Journal, 32(1), 35–62.

    Google Scholar 

  • Christiansen, H., & Devitt, J. (1997). Collaborative conversations at the university: Creating a pedagogical space. In H. Christiansen, L. Goulet, C. Krentz, & M. Maeers (Eds.), Recreating relationships: Collaboration and educational reform (pp. 167–179). New York, NY: SUNY Press.

    Google Scholar 

  • Christiansen, H., Goulet, L., Krentz, C., & Maeers, M. (1997). Recreating relationships: Collaboration and educational reform. New York, NY: SUNY Press.

    Google Scholar 

  • Church, K., Bascia, N., & Shragge, E. (Eds.). (2008). Learning through community. London, England: Springer.

    Google Scholar 

  • Clark, C. M. (Ed.). (2001). Talking-shop: Authentic conversation and teacher learning. New York, NY: Teachers College Press.

    Google Scholar 

  • Clark, C., Herter, R., & Moss, P. (1998). Continuing the dialogue on collaboration. American Educational Research Journal, 32(1), 35–62.

    Google Scholar 

  • Clement, M., & Vandenberghe, R. (1997, March). Teachers’ professional development: A solitary or collegial (ad)venture? Paper presented at the Annual Meeting of the AERA, Chicago, IL.

  • Cole, A. (1992). Teacher development in the work place: Rethinking the apropiation of professional relationships. Teachers College Record, 94(2), 365–381.

    Google Scholar 

  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314.

    Article  Google Scholar 

  • Desiraju, R., & Gopinath, C. (2001). Encouraging participation in case discussions: A comparison of the MIC and the Harvard case method. Journal of Management Education, 25(4), 394–408.

    Article  Google Scholar 

  • Dooner, A. M., Mandzuk, D., & Clifton, R. A. (2008). Stages of collaboration and the realities of professional learning communities. Teaching and Teacher Education, 24(3), 564–574.

    Article  Google Scholar 

  • Earl, L., & Timperley, H. (2008). Professional learning conversations: Challenges in using evidence for improvement. New York, NY: Springer.

    Google Scholar 

  • Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Erickson, G., Minnes, G., Mitchell, I., & Mitchell, J. (2005). Collaborative teacher learning: Findings from two professional development projects. Teaching & Teacher Education, 21(7), 787–798.

    Article  Google Scholar 

  • EURYDICE (2010, March). Focus on Higher Education in Europe 2010: The impact of the Bologna Process. Brussels, Belgium: European Commission. Retrieved October 7, 2010 from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/122EN.pdf

  • Feldman, A. (1999). The role of conversation in collaborative action research. Educational Action Research, 7(1), 125–144.

    Article  Google Scholar 

  • Graham, P., & Cline, T. (2001). The case method: A basic teaching approach. Theory into Practice, 19(2), 112–117.

    Article  Google Scholar 

  • Goulet, L., Krentz, C., & Christiansen, H. (2003). Collaboration in education: The phenomenon and process of working together. The Alberta Journal of Educational Research, XLIX, 4, 325–340.

    Google Scholar 

  • Gurung, R., & Schwartz, B. (2008). Optimizing teaching and learning: Practicing pedagogical research. Chichester: Wiley-Blackwell.

    Book  Google Scholar 

  • Hargreaves, A. (2001). The emotional geographies of teachers’ relations with colleagues. International Journal of Educational Research, 35(5), 503–527.

    Article  Google Scholar 

  • Hill, R., La, S., & Lagueux, R. (2007). Faculty collaboration as faculty development. Peer Review, 9(4), 17–19.

    Google Scholar 

  • Hindina, A., Cobb, C., Arwen, E., & Mata, C. (2007). More than just a group: Teacher collaboration and learning in the workplace. Teachers and Teaching: Theory and Practice, 13(4), 349–376.

    Google Scholar 

  • John-Steiner, V., Weber, R., & Minnis, M. (1998). The challenge of studying collaboration. American Educational Research Journal, 35(4), 773–783.

    Google Scholar 

  • Johnson, B. (2003). Teacher collaboration: Good for some, not so good for others. Educational Studies, 29(4), 337–350.

    Article  Google Scholar 

  • Kelly, M., Schaan, J., & Joncas, H. (2002). Managing alliance relationships: Key challenges in the early stages of collaboration. R&D Management, 32(1), 11–22.

    Article  Google Scholar 

  • Kunselman, J., & Johnson, K. (2004). Using the case method to facilitate learning. College Teaching, 52(3), 87–92.

    Article  Google Scholar 

  • Levine, T. H., & Marcus, A. (2008). Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning. Journal of Advanced Academics, 19(1), 116–138.

    Google Scholar 

  • Lorna, M., & Timperley, H. (Eds.). (2009). Professional learning conversations. New York, NY: Springer.

    Google Scholar 

  • McCotter, S. (2001). Collaborative groups as professional development. Teaching and Teacher Education, 17(6), 685–704.

    Article  Google Scholar 

  • McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York, NY: Teachers College Press.

    Google Scholar 

  • Morrison, P., Dobbie, G., & McDonald, F. (2003). Research collaboration among university scientists. Higher Education, 22(3), 275–296.

    Google Scholar 

  • Mostert, M. (2007). Challenges of case-based teaching. The Behavior Analyst Today, 8(4), 434–442.

    Google Scholar 

  • Oates, K. (2001). Developing the faculty we need. PeerReview, 3(4), 9–13.

    Google Scholar 

  • Pittas, P. (2000). A model program from the perspective of faculty development. Innovative Higher Education, 25(2), 97–110.

    Article  Google Scholar 

  • Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.

    Google Scholar 

  • Rippin, A., Booth, C., Bowie, S., & Jordan, J. (2002). A complex case: Using the case study method to explore uncertainty and ambiguity in undergraduate business education. Teaching in Higher Education, 7(4), 429–441.

    Article  Google Scholar 

  • Rogers, D. L., & Babinski, L. M. (2002). From isolation to conversation. New York, NY: SUNY Press.

    Google Scholar 

  • Sank, M. J. (2006). Teacher storytelling: A means for creating and learning within a collaborative space. Teaching & Teacher Education, 22(6), 711–721.

    Article  Google Scholar 

  • Scribner, J. P., Hager, D. R., & Warne, T. R. (2002). The paradox of professional community: Tales from two high schools. Educational Administration Quarterly, 38(1), 45–76.

    Google Scholar 

  • Snow-Gerono, J. L. (2005). Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching & Teacher Education, 21(3), 241–225.

    Article  Google Scholar 

  • Stevenson, C., Duran, R., Barrett, C., & Colarulli, G. (2005). Fostering faculty collaboration in learning communities: A developmental approach. Innovative Higher Education, 30(1), 23–36.

    Article  Google Scholar 

  • Tärnvik, A. (2007). Revival of the case method: A way to retain student-centred learning in a post-PBL era. Medical Teacher, 29, e32–e36.

    Article  Google Scholar 

  • Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching & Teacher Education, 24(1), 80–91.

    Article  Google Scholar 

  • Williams, A., Prestage, S., & Bedward, J. (2001). Individualism to collaboration: The significance of teacher culture to the induction of newly qualified teachers. Journal of Education for Teaching, 27(3), 253–267.

    Article  Google Scholar 

  • Zeichner, K. (2006). Reflections of a university-based teacher educator on the future of college- and university-based teacher education. Journal of Teacher Education, 57(3), 326–340.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, Department of Education, University of Huelva, Campus de el Carmen s/n, 21007, Huelva, Spain

    Jose M. Coronel Llamas

Authors
  1. Jose M. Coronel Llamas
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jose M. Coronel Llamas.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Llamas, J.M.C. Collaboration between Faculty Members and School Counselors: An Experience from a Case-based Course. Innov High Educ 36, 177–187 (2011). https://doi.org/10.1007/s10755-010-9165-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10755-010-9165-5

Key words

Search

Navigation