A study of the process to achieve collaboration as interaction to establish shared knowledge and meanings between teachers and dynamic process in which knowledge is constituted (<Middle report> The study concerning relatioship between school improvement and school individuality)

The importance of collaboration has been emphasized in the discourse of educational reform, yet it mayeeasier to talk about the notion as a nomalised idea than to achieve it in practice. Besides, the term of collaboration it self has remained consepually amorphous and sanguine. So, this paper tries to elaborate the term of collaboration by the works of investigation of political and theoretical background which has spawned the present enthusiasm for teacher collaboration. By such works, we report that collaboration should be interpreted as interaction to establish shared knowledge and meanings between teachers and dynamic process in which knowledge is constituted which has possibility of managing of a weak point of "educational organization as loosely coupled system". At the same time, however, we report that all teachers must adapt their notions of roles and responsibility an s a set of communication skills to achieve collaboration in above sense. We explore the central notion" reciprocity" "redundancy" in the process of collaboration. Finally, we point out that succesfull collaboration depends on the withdom of the headteachers in the therms of maintaining teachers\u27 autonomy which is the essence of" educational system of loosely coupled system"