The links between collaboration, agency, professional community and learning for teachers in a contemporary secondary school in England

Abstract

Contextualisation
In this paper I have used questionnaire data to look at some of my colleagues’ conceptions
of collaboration, teaching and learning. I have also investigated the connections between the
various conceptions of this particular group of teachers. I felt that an investigation into the
conceptions of colleagues would be fruitful, based on an assumption that the conceptions of
learning held by teachers influence their approach to teaching and learning. In my research I
found that colleagues were readily able to tell me about their experiences of working with
other teachers but that they found difficulty in describing ‘learning’ itself. I therefore needed to
devise a methodology that enabled me to illuminate the thinking behind the actions of my
colleagues.
The data show powerful links between the ways teachers think about their collaboration,
teaching and learning. My argument is that conceptions underpin actions, strongly
influencing the ways in which teachers work and learn with each other. Collaboration would
seem to have the potential to promote agency, professional community (though both appear
to be fragile), and learning.


Abstract: This paper reports the results of part of a larger case study by an insider
researcher. It draws on qualitative and quantitative data to highlight the links between
collaboration, agency, professional community and learning among English secondary
school teacher colleagues. The focus is on the learning potential of teacher collaboration
in a mutually affirming professional community. It is argued that collaboration promotes
agency and the ability to influence the way in which a school operates. The ranges of
forces that either promote, or constrain, the agency of teachers are identified. In addition,
it is argued that collaboration promotes professional community, qualities of trust, mutual
respect, and teacher learning, through dialogue. The processes of teacher collaboration
are seen to be important in school improvement and the effective learning of students.
Some implications for leadership in schools are also identified.