The Theory Of Teacher Collaboration

1326 WordsJan 5, 20176 Pages
The review of the literature shows that the concept of teacher collaboration is still ambiguous. In a collaborative effort, different stakeholders may be present or it may be mediated by others while peer collaboration took place among teachers with similar rank. The term ‘collaboration’ is interchangeably used with ‘collegiality’ and ‘teaming’ when it took place between teachers. Mutual goal and shared understanding are important aspects of teacher collaboration. The notion refers to the teacher to teacher interaction regarding instructional and curriculum matters, student evaluation, planning and performing lesson together, and observing peer practice and providing feedback. Research studies often hymn teacher collaboration as a means…show more content…
The review of existing literature and all the discussion above provoked the ideas discussed below: 1. The dominance of western research: Studies about teacher collaboration and its impact are mostly found in developed country context specially in the US. This is probably because in the US recently there is policy urge for team teaching (Ronfeldt, Farmer et al. 2015) which has made it an attractive and suitable context for such studies. A few project evaluation discuss peer collaboration in developing country context (i.e. Coffey International Development 2012) but those only looked into the status of peer collaboration within the project capacity. 2. Studies are mostly in a setup environment: Most of the studies around teacher collaboration took place in set up environments. The natural collaboration among teachers is ignored in the literature. Although the studies in the US context apparently look like natural but the urge for teaming in the policy has given the field a setup image. Considering only the setup situation is problematic and contradict with the notion of collegial or peer collaboration. In a setup context, teachers learn in instructional environments and the sociocultural context goes often unanalysed. For instance Dunne, Nave et al. (2000) conducted their study in a critical friend group which is pre-planned and organised. Teachers’ natural spontaneous interest and complexity of school culture went unanalysed in this study. It is
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