Abstract
M.Ed.
Several strategies have been mooted as means of improving teaching and
learning in South African schools. The National Department of Education’s
Foundations for Learning Campaign, launched in 2008 and the recent
announced Schooling 2025 strategy are examples. In this research report I argue
that the success of any school improvement plan aimed at improving the quality
of teaching and learning hinges on the extent to which teachers are able or
willing to implement the measures required of them. I argue that changing the
way teachers learn to teach by establishing communities of practice and working
in collaborative groups in schools, offers a possible panacea.
Therefore the aim of this study was to explore the experiences of teachers
working in a Collaborative Teaching Strategy (CTS) aimed at improving teachers’
performance in the classroom. This qualitative research project was grounded in
an interpretive paradigm and made use of semi-structured individual interviews
and a focus group interview to generate data. The constant comparative method
of data analysis was used to search for categories and sub-categories of
meaning in the data.
The findings indicate that while there are significant benefits for teachers working
in collaborative groups, there are also several serious constraints. On the
positive side, participants in the research experienced the mutual support and the
sharing of ideas that emerged from collaborative interactions as affirmation of
their expertise and knowledge. In addition, teachers viewed working in
collaboration with others as a professional and personal development
opportunity.
Finding time to collaborate and the emergence of some resistance to
collaborative work were identified as constraints. Some teachers felt their
individuality and creativity to be restricted by collaborative work. Further,
individual personalities impacted negatively on collaboration with tensions
emerging between teachers as a result of differing personal experience,
expertise, knowledge, authority and values, approaches and benefits about
teaching and learning. This resulted in instances of pseudo-collaboration. Also
misconceptions about what it means to collaborate about teaching created
difficulties for some teachers.
The main implication arising from the research project is that availability of time is
critical to effective collaboration. In addition, detailed guidance in terms of how
and what teachers should be doing during collaborative activities appears
necessary. Next, due consideration should be accorded to personality types and
working relationships so that collaborative partners and groups can be mindfully
structured and provided with training to enable effective work in teams. Equitable
workloads and equal access to teaching resources is essential. Finally, mutual
respect for each other regardless of experience, expertise, position, belief or
opinion is a prerequisite for successful collaboration about the various and varied
tasks of teaching.