Investigating the Effectiveness of Teacher-Teacher Collaborative Learning Sessions: ESP Teachers'

Professional Development in Focus

Ms. Maria ZaheerCollege of Humanities

Key Terms

Collaboration The systematic process in which we work together to analyze and impact professional practice in order to improve our individual

and collective results.

Lab ClassroomAn 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

ESPEnglish for Specific

purposes

Gap in Research

G

• There is abundant literature expressing recommendations about collaboration, there is little data-based description of what actually occurs in collaboration

A

• Many of the calls for collaboration are directed to special educators working with classroom teachers, but there is little literature describing data-based practices (Miller, 2005).

P

• Despite the growing popularity of collaborative instruction, the research base for such an endeavor is virtually non existent” (Boudah, Schumacher, & Deshler, 1997, p. 294).

The common themes that could apply to include:

• Teacher Interaction-Formal

• Teacher Interaction-Informal

• School Wide/Community Wide

• Special Event

• In-service/Professional Development

• Administration.

Inst

itutio

nal S

ettin

g

Te

achi

ng e

xper

ienc

e

Vari

able

The

Par

ticip

ants

Effec

tive

ness

was

gau

ged

by Lab

clas

sroo

m

15 ESP Teachers

7-10 years

Prince Sultan

University Teacher-teacher collaboration Surveys

Research Design

2 CLS’s took place that

lasted for 1 hour each

Each team member shared an activity (not more than 10-

15 mins) in a casual and informal

environment. 

Methodology

Rationale of teacher-teacher collaboration

Utilise strengths and talents of the staff

Foster a supportive atmosphere and promote collegiality

Teachers have access to innovation on teaching methodology and classroom management skills

Educational goals

InvolvementCo-operation and teamworkCommunity responsibility

Aims of research

Enhance teaching and learning Improve examination results Better utilisation of resources Promote course improvement

10

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 ?

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

The only tool used to collect data were Questionnaires: Questionnaire was designed with both open and closed ended questions

The professional development sessions are useful

Usefulness of professional development sessions (PDs)

Highlighting the aspect of practicality of PDs

Highlighting the aspect of practicality of CLSs.

Teachers attitudes towards self reflection and improvement.

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

Teachers views and thoughts about CLSs experience

The effectiveness of CLSs

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.

Thank You for Listening!

Any Questions?