This letter now confirms that your research project entitled Teacher collaboration during lesson planning class: Experiences of English teacher-leaders in a high school for gifted children. a) was approved by the Ethics Committee of the Graduate School of Education of Nazarbayev University. Teacher collaboration during lesson planning class: Experiences of English teacher-leaders at a high school for gifted children.
Introduction
- Background Information
- Problem Statement
- Purpose of the Study
- Research Question
- Significance of the Study
- Key Terms
- Outline of the Thesis
- Summary
Overall, the effective development of teacher collaboration may require administrative support and a leader in a team. Chapter 2, Literature review, provides a critical review of the literature related to teacher collaboration and teacher leadership.
Literature Review
Introduction
Teacher Collaboration and Its Forms and Characteristics
To summarize the preceding discussion, the concept of teacher collaboration is about achieving common goals (Kelchtermans, 2006), interaction (Venianaki & Zervakis, 2015), mutual professional development (Hargreaves & Fullan, 2015), meaningful work and reliable communication (Futernick, 2016). ). The concepts of teacher cooperation and cooperative culture in Kazakhstan have been defined by a few researchers.
Factors Influencing Teacher Collaboration
2015) point out the importance of teachers' willingness to collaborate and understanding the benefits of collaboration. as a necessary factor for effective results. Lack of commitment or unwillingness to collaborate is another major factor hindering teacher collaboration.
Teacher Collaboration: Benefits
Years later, based on more than two decades of findings, Hargreaves (2019) concludes that teacher collaboration improves student academic performance and develops progressive views of change among teachers. Overall, the literature shows that the benefits of teacher collaboration mainly relate to the development and learning of students and teachers, and therefore benefit the entire educational community. In general, effective collaboration between teachers results in significant improvement of teaching practice and professional growth due to the exchange of experiences and ideas (Abdazimkyzy, 2020; Kanayeva, 2019; Ospanova, 2015; Urazbayeva, 2020).
In the Kazakh context, only Ospanova (2015) describes the effect that teacher collaboration has on student learning: teachers learn good classroom management skills, which helps students learn that the learning process is a positive activity. In the previous paragraphs I thought about the concept of cooperation between teachers internationally and in Kazakhstan.
Teacher Leadership
In the last stage, one can see the transition from formal (positional) leadership of teachers to informal (non-positional) leadership of teachers. They aimed to make the public aware of teacher leadership and their seven roles: (1) encouraging a culture of teacher collaboration to support the development and learning of educators and students; (2) access and use of research to improve practice and student learning; (3) promotion of continuing professional learning; (4) facilitating advancement in student learning and teaching practice; (5) the promotion of. In Kazakhstan, Kanayeva (2019), drawing on Wehling (2007), Katzenmeyer and Moller (2009) define teacher leadership as a way to cause change and continuous improvement of school quality.
She launched the "Teacher Leadership for Learning and Collaboration" program, where teachers, with the support of a moderator, had to lead a development project during the school year. The author points out that in the context of top-down management systems, the concept of teacher leadership can exist with regular support and scaffolding.
The Relationship between Teacher Collaboration and Teacher Leadership
This improvement can lead to 'the transformation of professional identity, improvements in practice and students'. Likewise, effective teacher collaboration is driven by the commitment of leaders, who assign tasks to the professional community, where teacher knowledge is recognized and respected (Dillenbourg, 1999; Gosselin et al., 2003, as cited in Carpenter, 2015 ). Furthermore, teacher collaboration is seen as a “means of spreading leadership to achieve desired professional learning, increase motivation, and manage change” (Gates &.
The study by Ismail and his team (2018) showed that teacher collaboration increases leadership and improves the quality of teaching, which is influenced by strategic leadership. Thus, if strategic leadership is practiced in the school, the cooperative environment of teachers is stronger there, which leads to an increase in the quality of teaching (Ismail et al., 2018).
Conceptual Framework
Summary
Methodology
- Research Design
- Methods of Data Collection
- Data Collection Instrument and Procedures
- Data Analysis Approach
- Ethical Issues
- Limitations
- Summary
If “the purpose of the research interview is to obtain the views, experiences, beliefs and/or. I had the permission of the Head of the English Department (responsible for all the English teachers) to send an invitation (see Appendix B) to the corporate telegram chat. The head of the English department manages all the English teachers in all the lyceums in Kazakhstan.
All interviews took place in English (see Appendix E) and were audio-recorded with the consent of the participants. This justified the use of a basic qualitative research design by defining the paradigm, the central phenomenon and the purpose of the study.
Findings
Introduction
Organization, Function, and Practices of LPH
The Value and Benefits of Teacher Collaboration During LPH
Facilitators of and Barriers to Teacher Collaboration During LPH
Conclusion
Discussion
Organization, Function and Practices of LPH
Fullan and Hargreaves (1991) define collegiality designed as a set of processes to promote the collaborative work of teachers. The researchers claim that meetings organized within contrived collegiality lead to the development of teachers as it gives them time for joint work. Moreover, the outcomes of contrived collegiality depend on how it is carried out in schools (Fullan & Hargreaves, 1992; Peterson, 1994).
Hargreaves (1992) explain in their book that contrived collegiality can be used as a first step in establishing collaborative relationships among teachers. Overall, the findings revealed that the type of teacher collaboration during LPH is defined as “contrived collegiality” because it is imposed from the top down.
The Value and Benefits of Teacher Collaboration During LPH
This is also in line with previous research in the Kazakhstan context, which suggests that the exchange of experience and ideas in teacher collaboration initiates teachers' professional development and improves teaching practices (Abdazimkyzy, 2020; . Kanayeva, 2019; Ospanova, 2015; Urazbayeva, 2020 ). The findings showed that teacher collaboration during LPH is particularly seen as beneficial for novice teachers as experienced teachers transfer their experience. The findings of my study indicate that many teachers collaborated for the purpose of continuous professional development, which Hargreaves and Fullan (2015) mentioned as the main idea of teacher collaboration.
This finding is also consistent with previous research that identified teacher collaboration as a key factor in teacher professional development (Abdazymkyzy, 2020), resulting in quality education (Cordingley et al., 2003; . Cordingley & Buckler, 2014; Hargreaves, 1994; MacBeath , 2012; Morel, 2014) and improves students' academic performance (Hargreaves, 2019; Morel, 2014; Ospanova, 2015). Previous research indicates that teacher collaboration is valued as it enables teachers to divide responsibilities and reduce workload (Hargreaves, 1994; Urazbayeva, 2020).
Factors Facilitating Teacher Collaboration During LPH
This opinion is consistent with Driskell et al. 2018), which states that planning collaborative meetings is important as it leads to better achievement of school goals. Similarly, researchers emphasize that motivation to work with colleagues promotes cooperation (Drossel et al., 2019, as cited in García-Martínez et al., 2021; Forte & Flores, 2014; Muckenthaler et al., 2020; Vangrieken et al. ., 2015). My participants noted that scheduling LPH in grids enabled collaboration. 2008, as cited in Muckenthaler et al., 2020) state that the appointment of time for meetings promotes teacher.
Headteachers whose administration arranged to find a special place to conduct LPH did not have to worry about it themselves. 2008, as cited in Muckenthaler et al., 2020) consider available space for meetings as a facilitating factor for collaboration, and think so. This coincides with my study as LPH is governed by a document and one participant noted the necessity of sharing an agenda with a principal.
Factors Impeding Teacher Collaboration During LPH
It has been reported that many teachers are not comfortable sharing teaching practices with colleagues (Goddard et al., 2007) and engaging in collaborative practices (Johnson, 2010; Wilhelm, 2017, as cited in Vangrieken et al., 2015). . Harris (2014, as cited in García-Martínez et al., 2021) explains that teachers can see peer feedback on their practice as a threat. This reminds me of the belief that reaching out for help can indicate a lack of independence (Fisher et al., 1981) and incompetence (Hargreaves, 1994).
Silva and Morgado (2005) explain that for collaboration to be effective, teachers should have equal opportunities to collaborate. This is consistent with Forte and Flores (2014) and Kanayeva (2019), who report that teachers find organizing a collaborative space challenging.
Conclusion
Conclusions
Summary of the Major Findings
The findings showed that the predominant form of teacher collaboration during LPH is "imagined collegiality" (Fullan. The research revealed that English teacher-leaders recognize the mutual character of teacher collaboration and the opportunity for professional development as the main values and advantages of LPH. It was found that some facilitating and impeding factors affect the perceived effectiveness of teachers' participation during LPH.
A positive, encouraging atmosphere, high teacher motivation, and administrative support were found to be the most important factors in promoting teacher engagement. The research revealed four factors that hinder teacher engagement during LPH: increased teacher workload, lack of space, lack of engagement, and lack of leadership skills.
Limitations and Directions for Future Research
Fourth, the study explores teacher-leaders' experiences of teacher collaboration, but does not delve deeply into the experiences and perspectives of the leadership. So the study can be extended by exploring teacher-leaders' understanding of leadership and how leadership can be enhanced or hindered by personal and organizational issues.
Recommendations for Policymakers and School Administration
The transfer of the LPH experience to mainstream schools can only work well if it is included in their timetable and if teachers understand the value of collaboration and are willing to participate actively. Moreover, it is strongly recommended that LPH be treated as a proper job and dedicated to it as a legitimate workload so that teachers have access to continuing professional development and this in turn can improve student learning outcomes .
Concluding Reflections
Teacher collaboration for professional learning: case studies of three schools in Kazakhstan [PhD dissertation, University of Cambridge]. I am now thinking about the document from BIL, "Lesson Planning Hour", if you would add/edit it to improve/change it, what would you suggest. I am looking for *English teachers who led/organized/coordinated a lesson planning class* (meeting where teachers work together) to share their experiences for research and thereby contribute to the further development of teacher collaboration in Kazakhstan.
Исследование направлено на изучение практики сотрудничества учителей во время часа планирования урока (LPH) с точки зрения учителя-лидера. Кроме того, потенциальные выгоды могут быть и для других: вклад в существующую литературу по сотрудничеству учителей и лидерству учителей в Казахстане; создание шаблона эффективного сотрудничества учителей, который может служить примером для учителей или администраторов, продвигающих сотрудничество учителей в общеобразовательных школах; предоставить учителям большую поддержку, используя опыт данного исследования, и помочь учителям преодолевать препятствия, профессионально расти и создавать сплоченный коллектив. КОНТАКТ: Если у вас есть какие-либо вопросы, проблемы или жалобы по поводу данного исследования, его процедур, рисков и преимуществ, пожалуйста, свяжитесь с руководителем магистерской диссертации этой студенческой работы Анной КоэнМиллер по адресу [email protected] или по номеру телефона. .
Если вы недовольны тем, как проводится это исследование, или у вас есть какие-либо опасения, жалобы или общие вопросы относительно исследования или ваших прав как участника, пожалуйста, свяжитесь с Исследовательским комитетом НУ ВШЭ по адресу [email protected]. .
