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Dimensions of Self-Motivated Teacher Collaboration
Stockholm University, Faculty of Social Sciences, Department of Education.
2013 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This qualitative study explores six English teachers’ perceptions regarding teaching collaboration. In open-ended interviews, the teachers responded to questions regarding the extent to which they were able to engage in meaningful collaboration. The study’s focus was to gain insight on the most valuable dimensions of informal and formal collaborative activities. The outcome of the study indicated that although many teachers engage in self-motivated collaborative activities, they wished to build on their experiences in different ways, incorporating more formal activities and professional development opportunities. Peer observations, feedback and discussions were found to be effective means of increasing teachers’ repertoire of teaching skills. The teachers in this study perceived collaboration as a positive and productive dimension of both teaching and learning. A broader implication of the study’s results is that these teachers’ perceptions reflected a bottom-up approach to school development addressing teachers’ actual concerns, rather than a top-down approach as imposed by the school administration.

Place, publisher, year, edition, pages
2013. , 32 p.
Keyword [en]
peer observation, informal collaboration, teaching collaboration professional development
National Category
Pedagogical Work
URN: urn:nbn:se:su:diva-86799OAI: diva2:589707
Social and Behavioural Science, Law
Available from: 2013-02-07 Created: 2013-01-18 Last updated: 2013-02-07Bibliographically approved

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