Abstract
M.Ed.
This study investigates the characteristics of effective collaboration, which can be
distilled from existing teaching practice in the Foundation Phase (of a particular
primary school in Lenasia, Gauteng). The relevance of collaborative and collegial
practices and the various ways in which it could be incorporated into schools is
explored.
Collaborative schools are places where the underlying norms, values and beliefs
support, encourage and reinforce teamwork, collegiality and interactions about
problems of practice in schools where the staff have developed and nourished a
collaborative culture, the energies and skills of everyone are unlocked. The main
argument is that collaboration, as a part of the school will foster a sense of
professional community that can support wide project planning and innovation.
The type of analysis used in this study is a conversation and ethnomethodological
analysis as well as its concomitant conversation analysis connected to an ethnographic
case study inquiry. The processes of data collection and data analysis are described
and the main themes, which emerged from the different data sources, are identified.
These themes are disclosed within the framework of collaborative and collegial
practices
The findings revealed five important themes, which formed the pivot around which
members in the case study school engaged in collaborative relationships. Firstly the
teachers were learning with and from colleagues in a range of ways, including team
teaching, collaborative planning, being mentored and mentoring others. Secondly a
close reflection and evaluation of practice with colleagues was evident. Thirdly
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teachers’ participation in whole school or team collaborative inquiry and problem
solving remains a norm in the case study school. They thus develop resources and
ideas with colleagues.
The school described in the case study developed a collective commitment to a
learning culture. Teachers therefore engage and contribute to an optimal mix of
individual and organizational processes leading to the school’s ultimate success.
Professional learning includes organizational learning as well as individual learning.
This is evidenced by members identifying shared professional development needs,
working together in planning, implementing and evaluating school initiatives, sharing
research findings to guide and enhance practice as well as engaging in professional
conversations about teaching and learning.
Mr. W.A. Janse van Rensburg