Teachers Talking: The Role Of Collaboration in Secondary Schools in Bangladesh

Autor/in	Thornton, Hilary
Titel	Teachers Talking: The Role Of Collaboration in Secondary Schools in Bangladesh
Quelle	In: Compare: A Journal of Comparative Education, 36 (2006) 2, S.181-196 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Foreign Countries; Teacher Collaboration; Observation; Educational Background; Secondary School Teachers; Secondary Education; Teacher Motivation; Teacher Attitudes; Faculty Development; Teacher Improvement; Reflective Teaching; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Lehrerkooperation; Beobachtung; Vorbildung; Sekundarbereich; Lehrerverhalten; Bangladesch
Abstract	Teacher collaboration and support given from one teacher to another, focused on improving teaching and learning in the classroom, are notable by their absence in secondary schools in Bangladesh. This article identifies a number of constraints to developing a collaborative culture including the difficulty of the curriculum, the perceived low ability of many students, the teachers' own educational background and contextual factors which influence teachers' motivation. It suggests that informal collaboration for mutual support has the potential to increase teacher motivation but that this will only be achieved through building more collaborative ways of working through formal programmes grounded in classroom observation. It questions the validity for Bangladesh teachers of the model of teacher development programmes focused on teacher collaboration which emphasise teaching the "perfect lesson" and suggests that without attention to student learning such programmes are unlikely to lead to increased collaboration or improved teacher practice in schools. (Contains 1 figure and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10