Classroom collaboration: fostering teacher integration through collaborative training

The study investigated the impact of the collaborative teacher training process within the ‘Class-Academy Program’ on the integration and retention of novice teachers in Israel. Specifically, it examined the influence of the program on novice teachers’ sense of professional self-efficacy and pedagogical practices, as well as their intention to remain in the teaching profession. By way of doing so, the study analysed data from 436 teachers trained in education and teaching across 28 academic institutions in Israel. The results reveal that participants in the ‘Class-Academy Program’ exhibit higher levels of self-efficacy and are better equipped for school integration. Yet they also show higher rates of burnout with 18.4% expressing intentions to leave the profession within three years.