Title

Exploring teachers collaborative practices in teaching and learning a private school in Karachi, Pakistan

Date of Award

8-1-2007

Document Type

Dissertation

Degree Name

Master of Education (M. Ed.)

Department

Institute for Educational Development, Karachi

Abstract

The purpose of the study was to explore the existing practices of teachers' collaboration in a private school in Karachi. To achieve this purpose, the study looked at the stakeholders' perceptions, the practices of teachers and the factors that facilitate or hinder the collaborative practices in teaching and learning. A qualitative case study approach was used to do an in-depth study. The data was collected through semi - structured interviews, informal talks, observations and document analysis. The findings of the study revealed that stakeholders perceive collaboration as an effective practice that enhances team work and relationships. This practice achieves the aims of education by enhancing teaching skills and by improving students' learning. Teachers' collaborative practices exist both at formal and informal levels. The formal practices include planning, Friday sessions, classroom observations, sharing book reviews, meetings, co-curricular activities, and Meditation practice. The informal practices of teachers' collaboration include need - based meetings, peer teaching and mentoring practices of teachers. The facilitating factors that emerged from the study include the encouragement and support from the principal, recognition of teachers' work, allocation of time and space for meetings and discussions on teaching and learning practices in the school. The limitations in school policy, lack of professional development opportunities for the teachers and positional and hierarchal factors were found as hindering factors for teachers' collaboration. This study suggests that teachers' collaboration can be useful for teachers' development and school improvement, if the principal and teachers develop mutual trust for improving teaching and learning. The study also identifies areas for further research to improve collaborative practices in schools.

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