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?
Table of Contents
1. Introduction
2. Research context
3. Methodology
4. Data analysis
5. Findings and Discussion
5.1 Relevance
5.2 Power relations
5.3 Work culture
5.4 Personal reasons and circumstances
6. Conclusions and implications
Objectives and Topics
This paper aims to investigate why secondary school mathematics teachers in a selected district of Central Zambia are reluctant to engage in collaborative tasks within the framework of School-Based Continuing Professional Development (SBCPD) through lesson study, despite the acknowledged benefits of such collaborative practices for professional growth.
- Barriers to teacher collaboration in the Zambian education context.
- The impact of top-down educational directives on teacher motivation.
- Influence of power relations and school culture on collaborative CPD.
- Practical challenges such as heavy workloads and lack of teacher social skills.
- Strategies for improving collaborative professional development environments.
Excerpt from the Book
Relevance
Teachers’ responses stated that they did not comprehend the relevance of engaging in the collaborative tasks. One teacher stated:
It is not clear to me why we have to do these collective tasks. No one has taken it upon themselves to explain the need or significance to me a teacher of mathematics struggling with my work… How can I commit to something I do not fully understand the vision or the goal…?
This typical reaction of teachers could be based on the notion that they viewed the SBCPD through lesson study simply as a directive from government to which they needed to comply without fail. Another teacher commented that:
I don’t see how this will work for us or benefit us here in Zambia. These are ideas that our government just get from other countries without fully understanding how they work in those countries the ideas are from and whether they can work here in the Zambian system... It is going to fail like the other strategies before…why should I be a part of it?
Summary of Chapters
Introduction: Provides the theoretical background on collaborative Continuing Professional Development (CPD) and introduces the research problem regarding teacher reluctance in Zambia.
Research context: Describes the challenging conditions of the Zambian educational system, including classroom overcrowding and the introduction of a new curriculum.
Methodology: Outlines the qualitative case study approach used, involving questionnaires, interviews, and focus group discussions with 83 secondary school mathematics teachers.
Data analysis: Explains the process of transcribing interviews and coding qualitative data to identify recurring themes related to teacher reluctance.
Findings and Discussion: Analyzes the primary factors identified for teacher resistance, specifically focusing on relevance, power dynamics, school culture, and personal circumstances.
Conclusions and implications: Summarizes the study's findings and suggests that broadening the definition of collaborative CPD and improving school leadership are essential for future success.
Keywords
collaboration, continuing professional development, SBCPD, lesson study, teacher reluctance, Zambia, mathematics education, school culture, power relations, curriculum implementation, professional development, teacher perspectives, educational reform, classroom challenges, qualitative research
Frequently Asked Questions
What is the primary focus of this research paper?
The paper examines the reasons why secondary school mathematics teachers in Central Zambia are hesitant to participate in collaborative tasks, such as joint lesson planning and peer observation, which are integral parts of their School-Based Continuing Professional Development (SBCPD).
What are the central themes identified in the study?
The study identifies four main themes for teacher reluctance: the perceived lack of relevance of the tasks, hierarchical power relations, unsupportive school cultures, and personal circumstances like heavy workloads.
What is the main research question or goal?
The goal is to understand the underlying causes of teacher reluctance toward collaboration and to discuss the implications these findings have for the effectiveness of collaborative professional development tools.
Which scientific methodology was employed?
The researchers used a qualitative case study approach, utilizing questionnaires with both closed and open-ended questions, face-to-face in-depth interviews, and focus group discussions.
What does the main body of the paper cover?
It covers the research context in Zambia, the specific barriers to implementation like government top-down directives, and a detailed analysis of teacher feedback regarding their professional environment.
Which keywords best characterize this work?
Key terms include collaboration, continuing professional development (CPD), SBCPD, lesson study, teacher reluctance, Zambia, and mathematics education.
How do power relations affect collaboration among teachers?
Teachers reported feeling uncomfortable with the "expert/novice" dynamic, noting that they often feel scrutinized or judged by peers and supervisors rather than supported, which discourages open engagement.
Does the school culture play a role in the success of collaborative CPD?
Yes, the study finds that a lack of a "teamwork spirit" and unhealthy competition regarding qualifications among colleagues significantly hinder the implementation of collaborative practices.
How does the heavy workload impact teacher participation?
The high teaching load, often exceeding 30 periods per week with over 55 pupils per class, leaves teachers with insufficient time and energy to engage in the additional demands of collaborative lesson study.
What is the recommended approach for future improvement?
The authors suggest contextualizing collaborative tasks, broadening the definition of professional development to be more inclusive, and fostering better school leadership and initial teacher training to support cultural change.
- Arbeit zitieren
- Maureen Sinyangwe (Autor:in), Yota Dimitriadi (Autor:in), 2021, Collaboration as a Tool for Professional Development. The Perspectives of Secondary School Mathematics Teachers in Zambia, München, GRIN Verlag, https://www.grin.com/document/1127834
