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Transcript of Collaboration
philosophies of teaching, they are different in terms
of pace of change, creativity, and interest in big
versus smaller projects (Crow & Pounder, 2000). When Collaboration is Done Right! Teams began to express their curriculum ideas in detailed writing. It was only then that teams could go back to review weak ideas and make sense of changes (Hernández & Brendenfur, 2003, p.274).
Observation can help experienced teachers develop new strategies and experience a kind of renewal, since most will not have had the opportunity of observing different teaching strategies or classrooms in many years, if at all (Crandall, 2008, p. 3). Research Question:
How does collaboration amongst teachers from different content areas help develop professionalism? Collaboration The concept of collaboration in educational institutions is itself undertheorised and under-researched (Davison, 2006). Final Thoughts! by Jennie Barranco
María Isabel Sevilla Collaboration Can Boost Professionalism When Collaboration is Done Wrong! Research, Research, Research... More What works and what does not work when it comes to collaboration On integrated curriculum Student achievement Research One implication for professional development is that collaborating teachers benefit from more action oriented teacher research with built-in opportunities for critical reflection and discussion of different views and perceptions of the nature of learning and teaching (Davison, 2006). “None of us is as smart as all of us”
(Crandall,2008). Professional Development:
Teachers benefit from collaboration by improving their professional practice. Collaboration generates language development, innovation, encouragement, support, knowledge, a variety of skills, integration, but above all, it promotes student learning! “Work group enhancement promises to tighten the connection between teachers’work and student outcomes because work is organized around students rather than academic disciplines” (Crow& Pounder, 2000, p.217).
Role conflicts appear to be seen as inevitable, and accepted, even embraced, as a continuing condition that will eventually lead to greater understanding (Davison, 2006, p.469). "The level of authenticity tended to rate low in schools with little collegial support, little teacher collaboration and no
attempts to team-teach, and lack of a clear focus for
integration efforts" (Hernandez & Brendefur, 2003, p.275). "Having collaborative learning structures in place and even a desire to collaborate, will not create equal benefit
for all participants. Depends on teachers acceptability
and beliefs" (Brownwell et. al., 2006, p.183). "Teachers get few opportunities to write or talk substantively about their own practice, or to learn
from divergent opinions" (Flanagan, 2009). (Crow & Pounder, 2000; Hernandez & Brendenfur,
2003; Crandal, 2008 & Brownwell, et. al., 2006) References:
Brownell, M T. (2006). Learning from collaboration: The role of teacher qualities. Exceptional children, 72(2), 169-185.
Crandall, J. (1998). Collaborate and cooperate: Teacher education for integrating language and content instruction. English teaching forum,36(1), 2-8.
Crow, G. M. and Pounder, D. G. (2000). Interdisciplinary Teacher Teams:
Context, Design, and Process. Educational Administration Quarterly, 36(2), 216-25.
Davison, C. (2006). Collaboration Between ESL and Content Teachers: How
Do We Know When We Are Doing It Right? International Journal of Bilingual Education and Bilingualism, 9(4), 454-575.
Flanagan, N. (2009). Collaboration in North Carolina find connection and support in an online PD project. Education Week: Teacher PD Sourcebook. Retrieved from http://www.edweek.org/tsb/articles/2009/10/01/01flanagan.h03.html.
Hernández, V M. (2009). Developing authentic, integrated, standards-based mathematics curriculum:[More than just] an interdisciplinary collaborative approach. The Journal of vocational education research, 28(3), 259-284.