Teacher collaboration: strategies to overcome barriers to effective collaboration in the foundation phase.

M.Ed.This study investigates the characteristics of effective collaboration, which can be distilled from existing teaching practice in the Foundation Phase (of a particular primary school in Lenasia, Gauteng). The relevance of collaborative and collegial practices and the various ways in which it could be incorporated into schools is explored. Collaborative schools are places where the underlying norms, values and beliefs support, encourage and reinforce teamwork, collegiality and interactions about problems of practice in schools where the staff have developed and nourished a collaborative culture, the energies and skills of everyone are unlocked. The main argument is that collaboration, as a part of the school will foster a sense of professional community that can support wide project planning and innovation. The type of analysis used in this study is a conversation and ethnomethodological analysis as well as its concomitant conversation analysis connected to an ethnographic case study inquiry. The processes of data collection and data analysis are described and the main themes, which emerged from the different data sources, are identified. These themes are disclosed within the framework of collaborative and collegial practices The findings revealed five important themes, which formed the pivot around which members in the case study school engaged in collaborative relationships. Firstly the teachers were learning with and from colleagues in a range of ways, including team teaching, collaborative planning, being mentored and mentoring others. Secondly a close reflection and evaluation of practice with colleagues was evident. Thirdly PDF Created with deskPDF PDF Writer - Trial :: http://www.docudesk.com teachers’ participation in whole school or team collaborative inquiry and problem solving remains a norm in the case study school. They thus develop resources and ideas with colleagues. The school described in the case study developed a collective commitment to a learning culture. Teachers therefore engage and contribute to an optimal mix of individual and organizational processes leading to the school’s ultimate success. Professional learning includes organizational learning as well as individual learning. This is evidenced by members identifying shared professional development needs, working together in planning, implementing and evaluating school initiatives, sharing research findings to guide and enhance practice as well as engaging in professional conversations about teaching and learning.Mr. W.A. Janse van Rensbur