Recently teacher - teacher collaboration as means of professional development has gained a lot of importance. However, data driven research of how collaboration takes place particularly in the Saudi Arabian EFL context is nonexistent. Based on this premise, this empirical study presumes that is first of its kind to investigated the effect of collaborative initiatives on English as foreign language teaching and learning in higher education. To this end, 15 teachers of intensive English program at a private university in Saudi Arabia took part in the study and data was obtained over the period of 2 semesters. A lab classroom was used to conduct needs based Collaborative Learning Sessions (CLSs) and teacher interaction was kept informal. The success of this initiative was assessed with a help of a survey, interestingly results showed significant interest among the participants and positive outcomes of collaborations. The qualitative data analysis also revealed suggestive feedback for further facilitation of such ingenuities. Implications for educational practitioners and prospects of future research are discussed.
Plant propagation: Sexual and Asexual propapagation.pptx
Teacher-Teacher Collaboration in Higher Education: EFL Teachers' Professional Development in Focus
1. Teacher-Teacher Collaboration in Higher Education: EFL Teachers'
Professional Development in Focus
Ms. Maria Zaheer (FHEA)
Founder, Educational Webinar Jam
Master in Applied Linguistics, UK.
Certified in TESOL and PTTLS, UK.
2. Recently teacher - teacher collaboration as means of professional development has gained a lot of importance. However, data
driven research of how collaboration takes place particularly in the Saudi Arabian EFL context is nonexistent. Based on this
premise, this empirical study presumes that is first of its kind to investigated the effect of collaborative initiatives on English as
foreign language teaching and learning in higher education.
3. Collaboration
The systematic process in
which teachers work
together to analyze and
impact professional
practice in order to
improve individual or
collective results.
Lab Classroom
An action-researched
classroom where the co-
teachers are doing
something for the first time
and others are observing
with the intention to learn
and achievement
ESP
English for Specific
purposes
CLS
Communicative Learning
Session
Key Terms
4. Gap in Research
G
• The ubiquitous literature on teacher-teacher collaborative approach highlights the benefits, but very few elaborates on the
implementation of this concept (Welch et el. 1999).
A
• ” although much support for collaboration exists in the special education literature, little published research informs us
about… the process itself” (Brownellet el., 1997, p. 341).
P
• “Although numerous authors currently espouse co-teaching as an effective alternative to service delivery for students with
disabilities within the general education setting, very few provide experimental data (Murawski & Swanson, 2001, p. 264).
5. Foster a supportive
atmosphere and promote
collegiality
Teachers have access to
innovation on teaching
methodology and classroom
management skills
Utilise strengths and
talents of the staff
Rationale of teacher-teacher collaboration (TTC)
7. “.. systematic process in which we work together to analyze and impact professional practice in
order to improve our individual and collective results.” (Fullan, 2008a, p3)
As a result, the current study took its own a pragmatic approach to investigate the
benefits of teacher- teacher collaboration as needs based CLSs in an informal environment.
(Miller & Burden, 2007).
The Study is supported on the definition of collaboration that it’s a
9. Research design of CLSs
Each CLS involved 60-minute session
Semester 1 Semester 2
Group 1/Week 1
Shared activities
Group 2/Week 2
Shared activities
Group 1/Week1
Shared activities
Group 2/Week 2
Shared activities
No. of teachers presented No of teachers presented
4 3 4 4
11. Investigational Presuppositions
Are CLSs more beneficial for teachers of shared interest?
Are CLSs more practical for professional growth?
Can collaborative learning sessions (CLSs) be inspiring and
motivating for teachers ?
12. The only tool used to collect data were Questionnaires
Not negating the fact that professional development
sessions are useful
Highlighting the aspect of
practicality.
Teachers attitudes towards self
reflection and improvement.
Teachers views and thoughts
about CLSs experience
Prospects of future
collaborations
19. Some qualitative responses from the questionnaire categorised according to the research questions of this study: Taking into consideration your current
level of expertise or experience, please indicate your level of interest or need in Collaborative learning sessions
ESP teachers
commented on Future
prospects of CLSs
90% of ESP teachers
supported the idea of CLSs
It's always good to refresh your
expertise with such sessions. They're
needed.
I think CLSs should be regularly
conducted
21. Implication for Teachers and Policy makers
Amplified institutional
Academic Rigor
Congeniality towards CLS
reflects teacher’s openness
towards improvement in
deliverances and learning
experience.
CLS Resources Bank
Endorses Teacher-Teacher
collaboration
22. Conclusion
Teacher collaboration produces
significant benefits-for students,
for the teachers and for the
institution.
In institutions where teachers
work collaboratively, students
can sense programme coherence
and a consistency of expectations,
which may explain the improved
behaviour and achievement that
results from collaboration.
Teacher collegiality avoids the
sink-or-swim, trial-and-error
mode that new teachers usually
face. It brings experienced and
‘new’ teachers closer together to
reinforce the competence and
confidence of the beginners.
Fundamentals of a career
growth relies on the
involvement in the
professional development to
upgrade the skills the caters
to fast paced changing
trends.
23. Thank You for Listening!
Any Questions?
marszaheer@hotmail.com
