Teacher Experiences and Perceptions of Collaboration and Peer Support in an Innovative Learning Environment

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

The research under discussion here was part of a larger project to investigate teaching and learning in a newly created innovative learning environment in an otherwise traditional secondary school in Central Scotland. By focussing on interview data gathered in relation to collaboration, peer observation and the realities of sharing a large teaching space, as experienced by the participants, this discussion explores what collaborative working entails for the teachers within the context of this project. Planned culture shifts, where teachers have been asked to teach using new strategies in a new and unfamiliar learning space, make emotional as well as pedagogical and practical demands on teachers. It is argued in this paper that the adaptation of practice required by teachers in spaces like this makes it an intimidating prospect for some. The implications these findings may have for teacher education and for the support of practising teachers to help them engage in effective peer collaboration are also explored.
Original languageEnglish
Title of host publicationTEPE 2019 Monograph
Subtitle of host publicationQuality Teachers and Quality Teacher Education
EditorsJoanna Madalińska-Michalak
Place of PublicationPoland
PublisherFoundation for the Development of the Education System
Pages150-169
Number of pages20
Volume11
DOIs
Publication statusPublished - 2020
EventTeacher Education Policy in Europe (2019): Quality Teachers and Quality Teacher Education: Research, Policy and Practice - Krakow, Poland
Duration: 16 May 201918 May 2019

Publication series

NameKey Concepts Series
PublisherFoundation for the Development of the Education System

Conference

ConferenceTeacher Education Policy in Europe (2019)
CountryPoland
CityKrakow
Period16/05/1918/05/19

Keywords

  • Innovative learning environment
  • Teacher collaboration
  • Teacher education policy
  • Teacher professional development

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