Elements Considered affecting the Relationship Amongst Co-Teachers in a Collaborative Team Teaching Setting

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

This paper offers reflections on the collaborative development of different groups of elementary school teachers who established and sustained collaborative working relationships with colleagues. This paper sets out the key findings of the study and shares the results of the interviews of participants in the study. Nearly all participants cited establishing shared vision about how students learn and strong communication skills as being priorities to establishing collaboration with another party.

Table of Content

ABSTRACT4

TABLE OF CONTENT5

CHAPTER I8

Introduction8

Purpose of Study9

Significance9

Research Questions9

CHAPTER II11

Literature Review11

Methodology28

Study Design28

Procedure28

Potential Ethical Issues29

CHAPTER IV31

Analysis31

Impact on Instructional Program31

Impact on Student Learning32

Impact on Teachers33

Discussion37

Development of Collaborative Environments37

Teachers' philosophies about teaching and learning impact the creation of collaborative relationships.39

Strong interpersonal and communication skills are essential characteristics attributed to collaborative relationships.40

Building collaborative relationships is an ongoing process that does not end at the planning stage or on implementation.41

Collaborative environments have fundamental characteristics that are consistently present.41

CHAPTER V43

Conclusions43

Implications44

REFERENCES46

ANNOTATED BIBLIOGRAPHY53

APPENDIX55

Chapter I

Introduction

Many professionals view collaborative planning, decision making and problem solving as necessary to create appropriate learning environments in which students with diverse needs can maximize their learning potential. Current research has indicated the value of collaboration in building powerful learning communities. Collaboration provides teachers with a vehicle for sharing ideas, taking risks in the classroom and reflecting critically on their classroom practices, all of which build a foundation for a common knowledge base and vision, yet few teachers are using collaboration on a regular basis as part of their teaching methods. ”Hargreaves (1992) notes that...the relationships between teachers and their colleagues, are among the most educationally significant aspects of teachers' lives and work”(pp217-218). My study focused on collaborative teaching situations of four classrooms in an attempt to determine common themes that support and sustain collaborative environments(Cramer, 2007).

Purpose of Study

The purpose of the study was to analyze elements considered affecting the relationship amongst co-teachers in a collaborative team teaching setting.

Significance

This paper explore the affective, social and educational domains among teachers in collaborative relationships with peers. The focus was on classroom teachers in elementary schools who were in collaborative planning and teaching situations and to determine what aspects of collaboration were important to them. The aim was to identify key characteristics that incited teachers to enter into and to sustain collaborative partnerships.

Research Questions

To what extent does interaction amongst co-teachers influence the decision to remain in a collaborative team teaching setting?

To what extent does the school setting support and foster professional growth,for teachers in the collaborative team teaching classroom?

What coursework, experience or specialized training do co-teachers possess(or would have ...