03 SES 12, Teacher Collaboration for Learning and Innovation
A common model for the development of classroom practice is one-to-one support. In England the reliance on teachers to provide substantive support to each other is embedded in a number of current policy initiatives for both continuing professional development and initial teacher education; requiring practitioner to make deliberate the related workplace processes, distinguished by Eraut (2007) as work processes, learning activities and learning processes. Three examples are explored to consider the participants’ experiences of working in partnership; and the extent to which they can be considered collaborative. The examples are; 1) teachers in peer-coaching partnerships 2) student teachers working with experienced teachers for mentoring 3) student teachers working in pairs to develop pedagogic repertoire Paired interviews with participants from each context indicate that although the underpinning processes are similar (based on one-to-one meetings, teaching, observations of lesson and shared reflection) the experiences and outcomes are often quite different. Variables include trust, power, accountability, solidarity, the influence of other stakeholders and practice outcomes. The range of experiences can be interpreted using Theories of Practice Architecture, Activity Theory and models of workplace learning. Eraut, M. (2007) Learning from other people in the workplace, Oxford Review of Education, Vol. 33 (4), pp. 403-422.
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