This paper explores the reasons for the teachers’ reluctance to engage in the collaborative tasks, and also the implications this has for collaboration as a tool for professional development.
There is increased attention on Continuing Professional Development of teachers for the purpose of improving the quality of teachers’ practices and improving pupils’ learning experiences and achievement and overall quality of education. One important aspect of teachers’ CPD that is championed is ‘collaboration’. CPD through collaboration can be considered as an intensive interaction that engages educators in opening up their beliefs and practices to investigation and debate. Collaborative CPD can cover a number of activities ranging from working together with colleagues in informal, unplanned ways to structured, more formalized communities of inquiry or learning communities. Among the potential benefits of Collaborative CPD are sharing knowledge, understanding and experiences and enhancing reflective practices to support professional development. One point is clear that teachers’ willingness to actively engage in or to collaborate for the purpose of their professional development is crucial for collaborative CPD. While there are several benefits that come with collaborative CPD, some teachers in the Zambian context are reluctant to collaborate. Why would teachers be reluctant to collaborate?
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Research context
- Methodology
- Data analysis
- Findings and Discussion
- Relevance
- Power relations
- Work culture
- Personal reasons and circumstances
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper examines the reluctance of secondary school mathematics teachers in Zambia to engage in collaborative tasks as part of School-Based Continuing Professional Development (SBCPD) through lesson study. It aims to understand the reasons behind this resistance and the implications for collaboration as a tool for professional development.
- The importance of collaboration in teacher professional development
- The challenges and barriers to collaborative CPD in Zambia
- The influence of power relations, school culture, and personal circumstances on teacher collaboration
- The impact of teachers' perceptions of relevance and the effectiveness of borrowed practices
- The role of trust and social skills in fostering collaborative learning environments
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: The paper introduces the importance of Continuing Professional Development (CPD) for teachers, highlighting the potential benefits of collaboration within this context, particularly in Zambia. It emphasizes the reluctance of Zambian mathematics teachers to engage in collaborative tasks despite their inclusion in SBCPD through lesson study.
- Research context: This section provides background information about the context of mathematics education in Zambia, emphasizing challenges such as overcrowded classrooms, lack of resources, teacher shortages, and poor pupil performance in mathematics. It highlights the role of CPD in addressing these issues and supporting the implementation of the revised curriculum.
- Methodology: The methodology section describes the qualitative research approach used in the study, including data collection methods such as questionnaires, interviews, and focus group discussions. It details the data analysis process, focusing on the identification of emerging themes and categories.
- Findings and Discussion: This section explores the reasons behind teachers' reluctance to engage in collaborative tasks, categorizing them into themes such as relevance, power relations, school culture, and personal reasons and circumstances. It discusses specific examples from teacher responses and analyzes the implications of these findings for collaborative CPD.
Schlüsselwörter (Keywords)
The paper focuses on the themes of collaboration, continuing professional development, and teacher reluctance in the context of School-Based Continuing Professional Development (SBCPD) through lesson study in Zambia. It explores the factors that influence teachers' willingness to engage in collaborative activities, including power relations, school culture, personal circumstances, and perceptions of relevance.
- Quote paper
- Maureen Sinyangwe (Author), Yota Dimitriadi (Author), 2021, Collaboration as a Tool for Professional Development. The Perspectives of Secondary School Mathematics Teachers in Zambia, Munich, GRIN Verlag, https://www.grin.com/document/1127834
