As a result, teachers' professional learning through collaboration has attracted growing attention from researchers, politicians and schools. The Nazarbayev Intellectual Schools (NIS) created new approaches to teacher collaborative learning that require teachers to undergo dramatic changes to adapt to new expectations for professional development. This qualitative study explored teachers' attitudes toward collaborative professional growth at one NIS school in Kazakhstan.
Introduction
- Introduction
- Background of the Study
- Statement of the Problem
- Purpose of the Study
- Research Questions
- Definition of Central Phenomenon
- Design of the Study
- Significance of the Study
- Outline of the Study
A qualitative research methodology was used to explore NIS teachers' attitudes towards collaborative professional development at one NIS school. This study aims to address the gap in the literature on teachers' collaborative professional development in Kazakhstan. Thus, teachers' attitudes towards collaborative professional development can be one of the crucial elements in the implementation of educational system reforms.
Literature Review
- Introduction
- Teacher Collaboration for Professional Development
- Teacher Collaboration and Student Academic Improvement
- Co-planning as Means of Collaboration
- Knowledge and Skills for Collaborative Professional Development
- Content Knowledge for Professional Collaboration
- Collaboration in the Same Grade and Subject Teaching
- Support vs. Pressure for Collaboration
- Conclusion
This section provides a brief description of the main type of collaboration - co-planning as a format for teacher collaboration and professional improvement. It contains a brief explanation of the benefits of collaboration with teachers working in the same class and subject. In addition, it is more common that the teachers' successful professional collaboration leads to increased teacher competence.
Methodology
- Introduction
- Research Design
- Research Questions
- The Central Phenomenon of the Study
- Research Site
- Participant Selection
- Data Collection
- Data Collection Instrument
- Data Collection Process
- Data Analysis
- Measures of Research Quality
- Ethical Issues
- Risks and Benefits for Participants
- Data Management
- Conclusion
The study was conducted at the researcher's current workplace to study her own school. Although all teachers from Ward 2 were proposed to participate in the research, only one teacher agreed to contribute to the study. These places were of interest to the researcher as schools were of different types such as private and government schools.
This section provides brief information about the role of the researcher and the researcher effects. Constant repetition of the aims of the study made the researcher's intentions clear to the participants and the research site. The researcher had the purpose of the research in mind and was neutral towards the participants' answers.
Referring to reliability, the conclusions of the data collection were “considered correct by the participants” (Miles et al., 2014). The date, time and place of the interview were known in advance only to the researcher and the interviewee. Additionally, it provided rationale for the choice of research approach, research location and participant selection.
Qualitative research approach was suitable for the current study as the purpose of the research was to explore the attitudes and views of the participants.
Findings
- Introduction
- Co-planning as the Main Action of Collaboration
- Pedagogical Knowledge, Content Knowledge and Soft Skills for Effective Teacher
- Pedagogical Knowledge for Teacher Collaboration
- Content Knowledge for Teacher Collaboration
- Soft Skills for Teacher Collaboration
- Teacher Collaboration as a Tool for Professional Development
- Voluntary Teacher Interaction as the Ideal Teacher Professional Collaboration
- Conclusion
More than half of the interviewed teachers reported that teacher collaboration consists of planning lessons together in order to be able to discuss different opinions. The vast majority of the participants indicated that they believe that being a professional in one's own teaching area is crucial for the cooperation process. According to the participants, if the teachers possess knowledge in the areas they teach, this will increase the effectiveness of the collaboration.
Almost half of the participants emphasized the importance of substantive knowledge for mutual understanding and effective cooperation. The participants mentioned the importance of knowing the subject they are teaching. In summary, almost half of the participants agreed that knowledge of the subject they are teaching is key to professional collaboration. Half of the teachers surveyed agreed that the use of soft skills in collaboration plays a key role.
According to all nine teachers, collaboration is one of the teachers' key methods to improve professionally. He/she explains that when it takes place because of the teacher's own desire, it is more useful, but when teachers are forced to collaborate, they can't even share appropriate time for it, Participant 8 said: "It can be 50 /50. So for the most part it is not my initiative but something we are obliged to do.”.
More than half of the participants agreed that the collaboration usually takes place as a voluntary action among teachers and that they are willing to participate in it.
Discussion
- Introduction
- Teacher Collaboration for Professional Development
- Teachers’ Knowledge and Skills for Professional Collaboration
- Content Knowledge
- Skills for Collaboration
- Voluntary Teacher Collaboration
- Revisiting Research Questions
- What are the attitudes, knowledge and skills needed for collaborative professional
- How do teachers understand collaborative learning?
- What is the attitude of teachers towards participation in collaborative professional
- What skills and knowledge do teachers have or need to develop to engage in
- What would enhance teacher participation in collaborative professional development
- Conclusion
Most of the participants' responses on teachers' professional collaboration coincided with Kafyulilo (2014) who studied professional development through teacher collaboration. Summing up, this study found that collaboration is considered as one of the main ways. Study participants identified collaboration as one of the essential tools for teachers to grow professionally by enhancing their knowledge and teaching practice.
Almost half of the participants emphasized the importance of content knowledge in professional cooperation with colleagues, especially in cooperation with teachers of the same class and level. In addition, participants explain that teachers must at least be a teacher of the same subject or a teacher of a closely related subject. However, most participants mentioned that they participate in co-working because they see the benefits of doing so.
The vast majority of participants emphasized the importance of collaboration in teachers' professional growth. In general, participants in the study underlined the importance of teachers having skills and knowledge to be involved in collaboration. The analysis of the literature pointed out that it is crucial that teachers possess content knowledge as the main focus of collaboration is usually in shared knowledge and vision.
Most of the participants stated that they voluntarily participate in the collaboration process at school, adding that it is more useful and effective.
Conclusions and Recommendations
Introduction
Recommendations
- Recommendations for Policy-makers
- Recommendations for School Administrators
- Recommendation for Teachers
58 define what collaborative professional development means, taking into account the conditions for cooperation and the requirements of educational programs. In addition, it is recommended that policy makers involve teachers in the organization of collaborative professional learning. Teachers' voices should be included by carrying out a survey or questionnaire about the working conditions of teachers in schools, since teachers are the ones who participate in this cooperation and grow professionally.
The main recommendation for school administrators is to encourage more teachers to participate in collaborative professional learning activities. In this regard, it is suggested that school administrators carefully organize informative seminars that will explain to teachers the benefits of collaboration in their teaching practice. To achieve this, it is suggested that school administrators conduct special informational trainings explaining the advantages of cooperative professional learning to teachers.
Finally, it is recommended that school administrators support teachers with special training and courses that develop the skills and knowledge necessary for effective collaboration. In other words, teachers need to learn and study about a variety of forms of collaboration. In addition, it is suggested that teachers learn various other types of collaboration, not only co-planning, and use their advantages for their own professional development.
Using different modes of collaboration can encourage more teachers to engage in collaborative professional learning.
Limitations of the Study
59 The main recommendation for teachers is to increase their knowledge of different forms of teacher collaboration.
Recommendations for Further Research
60 Next, it is recommended to explore the perspectives of school administrators, as they play a key role in the organization of collaborative activities in schools. In addition, to realize the full benefits of collaborative professional learning, it is suggested for further research to explore the perspectives of policy makers when developing collaborative professional learning programs for teachers. Furthermore, it is recommended to explore the students' perspective on the teachers' collaboration and find out what advantages they see in the classes where the teachers are more engaged in the collaboration, and what challenges they see in the classes where the teachers work in isolation.
In addition, it is proposed to increase the research area and study attitudes of all department teachers within the school. Finally, it is strongly recommended to compare attitudes of teachers from different educational institutions such as mainstream schools, private schools and NIS schools using different research approaches and data collection tools.
Contribution of My Study
Summary of Whole Thesis
In the third sub-question, the research participants indicated that teachers must have the skills and knowledge to collaborate with colleagues. In relation to the fourth sub-question, the study participants all pointed to voluntary participation in collaboration as an ideal collaboration for professional learning. The topic of my research paper is "Attitudes, knowledge and skills of teachers for collaborative professional development".
The findings of this study will contribute to the development of two spheres, namely the field of educational research in Kazakhstan and the improvement of teachers' professional skills and knowledge for cooperative learning. First, the findings of this study are expected to fill the existing gap in educational research in Kazakhstan regarding teacher collaboration and its impact on professional development. Second, the findings of the current study will inform school administration, teachers and other educators involved in the teaching and learning process about teachers' attitudes and skills, knowledge about collaborative professional learning.
The school's role is voluntary and the school director may decide to withdraw the school's participation at any time. P1: Ammmm, honestly I have to do this in many cases, take for example an example of Lesson Study, which was one of the requirements for undergoing the attestation process, and a second Action Research, so there were only two options. Study or. However, I remember the situation where the pedagogical ideas were challenged. I can say that this is one of the examples of teachers.
P1: Yeah, so you know it's just a really weird comparison, but when I explain the attestation process of the school I currently work at, from teacher assistant to teacher, the staffing required is your own performance. However, I remember the situation where the pedagogical ideas were challenged. I can say that this is one of the examples of teacher cooperation because we performed that together with my colleague and we were awarded with a certificate for the most talented or something like that. Negative: Requirement…in many cases I have to do this, take for example an example of Lesson Study which was one of the requirements for undergoing the attestation process.
