INTRODUCTION
Background of the study
In today's globalized world, education is undergoing significant transformations, necessitating that teachers adopt effective strategies to enhance their practices Continuous professional development is essential for educators to improve their knowledge and skills Pham (2001) emphasizes that teacher development is crucial in education, as it allows teachers to reflect on their practices, gain insights, and adapt to changes Additionally, research by Bailey, Curtis, and Nunan (2001) supports the notion that investing in professional development is beneficial for teachers.
Teacher professional development encompasses activities aimed at enhancing career growth, as defined by the Educational Resources Information Center (ERIC) database This includes individual development, continuing education, in-service training, curriculum writing, peer collaboration, study groups, and mentoring Among various teacher development models, teacher-to-teacher collaboration has garnered significant research interest, as the concept of educators working together to improve teaching and learning is widely regarded as beneficial.
According to Cook and Friend (1991), the development of collaborative practice in education originated in the mid-1970s through consultation, where one professional aids another in addressing a challenge related to a third individual This consultative model served as a framework for delivering special education services to meet growing demands in the field.
The shortage of trained special education teachers poses significant challenges in schools As consultants, these educators are responsible not only for managing a regular caseload of students but also for providing support to fellow teachers who work with students with similar educational needs.
Cook and Friend (1991) distinguish collaboration from consultation, noting that the latter involves an unequal relationship, while collaboration is characterized by equal interaction among parties who voluntarily share decision-making to achieve a common goal Additionally, collaboration models outline a framework that differentiates consultation and teaming as distinct forms of collaboration.
Research indicates that educators engage in diverse collaborative practices, including sharing student progress, coordinating instructional plans, team teaching, planning skill generalization, co-conducting parent conferences, making joint grading decisions, collaboratively addressing challenges, and participating in professional development together.
Many benefits of collegiality are also stated in the research literature Khorsheed
According to a 2007 study, collective effort surpasses isolated arrangements, highlighting the importance of collaboration among teachers This collaborative environment allows educators to learn from each other, share experiences, and provide mutual support Additionally, schools that foster teacher collaboration often witness improvements in student achievement and a reduction in problematic behaviors within the classroom.
Rationale of the study
The English teachers at the ESP Department of Hue University – College of Foreign Languages (HUCFL) are responsible for instructing General English (GE) and English for Specific Purposes (ESP) to non-English major students across the university In addition to general language teaching challenges, these educators face unique difficulties specific to ESP instruction.
There are diverse opinions regarding the qualifications and roles of English for Specific Purposes (ESP) teachers, with many lacking formal training for their positions Hutchinson and Waters (1987) note that most ESP teachers are unprepared for their new environment and face a demanding workload that includes needs analysis, syllabus design, and material adaptation, alongside typical classroom responsibilities To effectively manage these challenges, collaboration among ESP teachers is essential.
Furthermore, who should teach ESP is still a matter of controversy In his book
In "ESP Today: A Practitioner’s Guide," Robinson (1991) highlights the challenge faced by both content teachers and English language teachers in effectively integrating subject knowledge with language skills in the teaching of English for Specific Purposes (ESP) The article emphasizes the importance of collaboration between language and content teachers as a key solution to this issue, as proposed by various educators and researchers.
Despite its great importance and necessity, collaboration among English language teachers at Vietnamese universities and colleges is still in short supply Pham
In Vietnam, the concept of locally organized teacher training and development is relatively new, leading many educators to express a preference for studying abroad or attending workshops by foreign aid agencies rather than learning from their peers Additionally, teachers struggle to find time for collaboration due to the demands of their mandated teaching hours and the necessity of taking on extra classes to supplement their modest state salaries.
In order to move towards improved quality in GE and ESP teaching at Hue University, an investigation into teacher collaboration at ESP department - HUCFL is a necessary task.
Aims of the study
This study explores the perceptions of teachers at the ESP Department of HUCFL regarding collaboration as a tool for professional development It examines the current state of teacher collaboration and provides recommendations for enhancing it within the department.
This study particularly will seek the answers to the following questions
1 How do teachers at ESP department - HUCFL view teacher collaboration as a means for their professional development?
2 What are the realities of teacher collaboration at ESP Department - HUCFL?
3 What are teacher suggestions for promoting teacher collaboration at ESP department - HUCFL?
Significance of the study
Teachers are the most valuable asset in the education sector, and sharing their resources with colleagues can significantly enhance teaching quality A study on teacher collaboration at the ESP department of HUCFL aims to encourage educators to reflect on their professional development and consider additional ways to support their students.
Scope of the study
This study centers on teacher-teacher collaboration, explicitly excluding other forms such as teacher-student, teacher-parent, teacher-librarian, and teacher-administrator collaborations Consequently, the term "teacher collaboration" referenced in this paper specifically refers to the collaboration between teachers.
This study is planned to investigate teacher collaboration at ESP Department – HUCFL only.
Structure of the study
This study will consist of five chapters, namely Introduction, Literature Review, Methodology, Findings and Discussion, and Conclusion and Implications
Chapter I introduces the background of the issues, and the rationale for the study as well as its aims Chapter II reviews key issues in teacher collaboration for professional development as well as discusses these issues in the Vietnamese context Chapter III presents the methodology of the research, including the research approach, participants, tools of data collection, and tools of data analysis Chapter IV shows what is found in the study and offers a thorough discussion of the findings Chapter V gives concluding remarks and suggestions for fostering teacher collaboration at ESP department - HUCFL
LITERATURE REVIEW
This chapter aims to explore the theoretical framework underlying the study, which investigates teachers' beliefs and experiences regarding collaboration for professional development It is essential to examine the concepts of teacher professional development and collaboration, along with related issues Additionally, the chapter reviews previous studies relevant to this field, providing a comprehensive understanding of the topic.
2.2.1 Definitions of teacher professional development
As human society continues to evolve, education systems worldwide are experiencing significant improvements In the early 2000s, numerous countries have embarked on promising educational innovations, with a crucial focus on teacher professional development According to Castellano and Datnow (2000), teachers are increasingly recognized as the central figures in driving educational change It is essential to understand that teachers serve as both the subjects and agents of educational improvement, making them vital components in the reform process.
“double role” of teachers makes teacher professional development a growing and challenging area and also a field that has received major attention during the past few years
Professional development encompasses the growth and advancement of individuals in their careers In the context of education, teacher development specifically refers to the professional growth that educators experience through enhanced experience and skills acquisition.
13 and examining his or her teaching systematically" (Glatthom, 1995, p.41)
Teacher professional development encompasses a wide range of formal and informal learning experiences throughout a teacher's career, from pre-service education to retirement (Fullan & Steigelbauer, 1991) It is a lifelong learning process aimed at fostering both personal and professional growth (Pham, 2001) Activities involved in teacher development can include observing colleagues, reading academic literature, attending conferences, and collaborating on classroom research or professional projects (Brown, 1994).
This perspective is, to some extent, new to teaching For years the only form of
Traditionally, "professional development" for teachers was limited to "staff development" or "in-service training," primarily through workshops or short-term courses that provided new information on specific topics However, recent trends have shifted the perception of teacher professional development to a long-term process, emphasizing the importance of systematic planning for regular opportunities and experiences that foster ongoing growth and development in the teaching profession (Cochran-Smith and Lytle).
The dramatic shift towards recognizing teaching as a profession has been termed a "new paradigm" in professional development This change has been positively received by teachers and educators, as it acknowledges their hard work and enhances the overall appreciation of the teaching profession.
The new model for teacher professional development emphasizes that it should not be limited to a single event during the school year, but rather integrated into the daily routines of educators To enhance their skills, teachers, administrators, and school staff require dedicated time for collaborative activities such as study groups, action research, seminars, peer coaching, lesson planning, and various meetings.
2.2.2 Significance of teacher professional development
Professional development significantly benefits teachers by enhancing their ability to adapt to changes in their work environment while maintaining personal control (Little, 1987) It ignites curiosity and motivation, fostering innovative thinking and a sense of purpose Furthermore, it promotes collaboration, commitment, and a sense of community among educators (Langer, 2000) As Kent (2004) emphasizes, high-quality professional development is essential for the future of education.
In the book “Pursuing Professional Development”, Bailey, Curtis, and Nunan
Teachers are encouraged to pursue professional development for several key reasons Firstly, these opportunities allow educators to gain new knowledge and skills essential for their growth Secondly, they help teachers stay updated with evolving teaching methods and societal changes Additionally, engaging in professional development can lead to increased income and enhanced prestige within their current roles Furthermore, such activities foster empowerment and inspiration, motivating teachers in their profession Lastly, ongoing professional growth can serve as a valuable tool for teachers to counteract negativity in their teaching environments.
Effective professional development significantly influences both teachers' practices and student success, making it essential for school achievement Research by Borko and Putnam (1995) highlights that professional development is crucial for transforming instructional methods, which in turn enhances student learning Additionally, it is a critical component for the successful implementation of educational reforms at all levels.
2.3 Teacher collaboration for professional development
The term "collaboration" is commonly encountered in professional literature, yet there is a lack of consensus on its definition Despite this ambiguity, most descriptions and explanations of collaboration in the literature share common elements.
15 same base, in which collaboration refers to working together in an encouraging and jointly advantageous relationship For instance, Huxham (1996) states that
“collaboration implies a very positive form of working in association with others for some forms of mutual benefits” (p.1)
Collaboration in education is defined in various ways West (1990) describes it as a cooperative planning and problem-solving process involving two or more team members, characterized by mutual respect, trust, and open communication This process includes deliberation on topics, shared decision-making, and the pooling of resources Mostert (1998) views collaboration as a method where professionals, parents, and families exchange information and engage in decision-making to achieve a common goal Additionally, Friend and Cook (1992) define collaboration as a direct interaction between at least two equal parties who voluntarily engage in shared decision-making while working towards a mutual objective.
Teacher collaboration ranges from informal discussions about student progress between two educators to structured, long-term meetings involving multiple school stakeholders focused on improving curricula and aligning with state standards Regardless of the format, the core element of collaboration among educators is their collective intellectual effort aimed at enhancing their skills and ultimately benefiting their students.
Understanding the distinction between "cooperation" and "collaboration" is essential, as these terms, while often used interchangeably, have nuanced differences According to the Oxford Advanced Learner’s Dictionary (2005), cooperation refers to the act of working together towards a common goal, whereas collaboration emphasizes the process of joining forces with others to create or produce something.
In the context of teacher professional development, cooperation and collaboration are often used distinctly Cooperation refers to the establishment of agreements to coordinate efforts or prevent conflicts, typically through guidelines that clarify roles and responsibilities in achieving a common goal In contrast, collaboration is more intensive, requiring individuals to work together and share responsibility for the same tasks, which enhances the potential for development (Peter-Koop et al, 2003, p.12).
2.3.2 Characteristics of successful teacher collaboration
RESEARCH METHODOLOGY
This chapter outlines the research methods employed in the study, beginning with an overview of both quantitative and qualitative research approaches It then details the participants involved in the research, followed by a description of the instruments and procedures used for data collection Finally, the chapter concludes with an examination of the data analysis methods applied in the study.
In this study, both quantitative and qualitative research approaches were employed by means of survey-based methods of data collection
Survey research is a widely recognized method in education, praised for its efficiency, cost-effectiveness, and accuracy in gathering information According to Cohen and Manion (1992), it is the most commonly utilized descriptive method McNeill (1985) highlights that social surveys enable the collection of extensive data in statistical form from a large population within a short timeframe Additionally, McMillan and Schumacher (1993) note that surveys provide insights into people's attitudes, beliefs, values, demographics, behaviors, and desires, making them a valuable tool for understanding various aspects of society.
Since each research approach has its own strengths and weaknesses, a combination of quantitative and qualitative research approaches were intended in order to make the study more reliable
Quantitative research in education focuses on uncovering established facts through the use of neutral scientific language, presenting data analysis results in a numerical and objective manner According to Popkewitz (1984), this approach has several strengths, particularly in its ability to provide clear and measurable insights into educational phenomena.
The theory is universal and based on axiomatic principles, making it independent of specific contexts It is designed to be value-free, allowing readers to interpret facts without the influence of the researcher's biases Additionally, employing mathematical statistical analysis minimizes ambiguities and contradictions in research, facilitating the potential for generalization.
The qualitative research approach emphasizes detailed verbal expression in alignment with research aims, positioning the researcher as a central element of the study According to Solutes (1990), this approach in education captures interpersonal, social, and cultural contexts more comprehensively than quantitative methods The researcher's perspective enhances the depth and breadth of descriptions, offering richer insights compared to quantitative research.
The study involved a total of forty English teachers from the ESP Department at Hue University, who instructed non-English major students in General English and English for Specific Purposes Among the participants, there were five male and thirty-five female teachers, aged between twenty-four and fifty A majority, thirty-three teachers, held Master's degrees, while the remaining seven were Bachelor's degree graduates Their teaching experience ranged from two to twenty-eight years, encompassing both novice and seasoned educators.
However, there were thirty eight out of forty teachers who actually participated into the investigation The table below briefly summarizes the participants of this study:
3.4 Instruments and procedures of data collection
This study applied questionnaires and interviews as instruments of data collection
Questionnaires were utilized to gather quantitative data on teachers' perspectives regarding Teacher Collaboration (TC), the current state of TC within the English for Specific Purposes (ESP) department at HUCFL, and teachers' recommendations for enhancing TC This method was selected due to its effectiveness in collecting both qualitative and quantitative data, allowing researchers to obtain a substantial number of responses efficiently (McMillan & Schumacher, 1993).
The questionnaires comprised 29 items using a five-point Likert scale (refer to Appendix 1) According to Newman (2000), closed-ended questions facilitate a quicker and more straightforward process for both respondents and researchers Furthermore, McMillan and Schumacher emphasize the efficiency of this question format in research.
According to research from 1993, closed-ended items are ideal for gathering easily categorized data The use of Likert-scale items is preferred, as they provide a continuous variable that captures participants' levels of agreement with greater accuracy and sensitivity compared to simple Agree-Disagree questions.
Based on the aims of the study, 29 items in the questionnaire were clustered as follows:
Table 3.2: Summary of the questionnaire
The reality of TC at ESP department – HUCFL 13, 14, 15, 16, 17, 18, 19, 20,
Formal vs informal TC opportunities 17, 26
Teacher partnership in TC activities 16, 21, 22, 25, 28
Teachers’ suggestions for promoting TC 3, 5, 7, 11
The questionnaires, designed by the author and revised by the supervisor, were distributed to ten participants for a pilot survey Data from this pilot survey was analyzed using SPSS to assess the reliability of the questionnaire, yielding a reliability coefficient of 746 This indicates that the study can be replicated using the same research design to obtain comparable results, as noted by McMillan & Schumacher (1993).
Afterwards, forty copies of the questionnaire were delivered to forty teachers of ESP department One week later, thirty eight copies were completed and returned to the author
This study employed in-depth semi-structured interviews to validate questionnaire data, explore unexpected results, and gain deeper insights into respondents' perspectives on the investigated issues As defined by David Nunan, semi-structured interviews allow the interviewer to have a general direction without relying on a fixed set of questions The interviews were guided by six questions addressing three key issues aligned with the questionnaires, ensuring a coherent exploration of the subject matter.
Five teachers from various divisions of the ESP department, representing different ages and teaching experiences, participated in individual interviews Individual interviews offer numerous advantages, as highlighted by Cates (1985), who notes that interviewers can customize their approach based on the interviewee and effectively interpret both verbal and nonverbal cues Additionally, this method allows interviewees to express negative feelings or aspects of themselves that may be challenging to disclose in other formats, provided they feel comfortable during the conversation.
In July 2010, a series of one-hour interviews were conducted following the completion of the University Entrance Examination To accurately capture the data, both tape-recording and note-taking methods were employed The interviews were held in Vietnamese, allowing participants to express their opinions comfortably To maintain confidentiality, the interviewees were assigned pseudonyms (T1, T2, T3, T4, and T5) instead of using their real names.
This study utilized descriptive statistics to analyze data collected from questionnaires and interviews Quantitative data was processed using SPSS and presented in tables and charts, while qualitative data from interviews was quoted and analyzed The reliability of the questionnaire was assessed using the Cronbach’s Alpha coefficient, and the Mean Score was frequently employed to summarize and draw inferences from the data.
Both quantitative and qualitative data were analyzed in three main categories and seven sub-categories in accordance with the research questions as follows:
+ Teachers’ views on TC for their professional development
The necessity of TC for teacher professional development
+ The reality of teacher collaboration at ESP Department
Formal vs informal TC opportunities
Teacher partnership in TC activities
+ Teachers’ suggestions to foster teacher collaboration at ESP Department
This study utilized both quantitative and qualitative research methods, gathering data through questionnaires and interviews from thirty-eight teachers in the ESP department at HUCFL The quantitative data obtained from the questionnaires were analyzed using SPSS and presented in tables and charts, while the qualitative insights from the interviews were quoted and analyzed for deeper understanding.
FINDINGS AND DISCUSSION
This chapter addresses the research questions focused on (1) teachers' perspectives on collaboration, (2) the actual experiences of collaboration among teachers, and (3) recommendations for enhancing collaboration within the ESP department at HUCFL The findings are systematically analyzed, incorporating both quantitative and qualitative data.
Data from the questionnaires were analyzed using SPSS, and the reliability of the questionnaire was assessed through the Cronbach’s Alpha coefficient, with results presented in Table 4.1 below.
Table 4.1: The reliability of the questionnaire
In social science research, a reliability coefficient of 70 or higher is deemed acceptable (Hoang & Chu, 2008) The questionnaire used in this study achieved an alpha coefficient of 813, indicating a high level of internal consistency among the items and confirming the overall reliability of the questionnaire.
Among various statistical indicators provided by SPSS, the Mean (or Mean Score) is used quite often to summarize data and make inferences from data
4.2.1 Teacher views on TC for their professional development
Cluster 1 (Teachers’ views on TC) includes Items 1, 2, 4, 6, 8, 9, 10, and 12 (see Appendix 1) All items are 5-point scale statements with values ranging from 1 (Strongly disagree) to 5 (Strongly agree) The Mean of the whole cluster was calculated to measure teacher attitudes towards TC (Table 4.2)
Table 4.2: Teacher views on TC
N Minimum Maximum Mean Std Deviation Teacher views on TC 38 3.12 4.50 3.7730 22857
Table 4.2 reveals a mean score of 3.77 for this cluster, indicating that teachers generally possess a highly positive attitude towards TC The subsequent sections will explore teachers' perspectives on specific TC-related issues.
Results from Item 8 of the questionnaire indicate that a significant majority of teachers acknowledge the importance of collaboration for professional development, with 79% agreeing and 13% strongly agreeing that learning and sharing among educators is essential Only 8% remained neutral, and there were no dissenting opinions on this matter.
Chart 4.1: Necessity of TC for teacher professional development
The literature review highlights four key benefits of Teacher Collaboration (TC) as outlined in Items 1, 4, 6, and 10 (refer to Appendix 1), seeking feedback on its advantages for educators The mean scores for each item indicate that teacher evaluations of TC benefits are notably high, with all means clustering around the 4 range, suggesting a strong tendency towards agreement This data concludes that teachers hold a high appreciation for the advantages that TC offers.
Chart 4.2: Teacher attitudes towards benefits of TC
According to Chart 4.2, Item 4 (Adaptability) has the highest mean score of 3.82, followed by Item 10 (Self-Awareness) at 3.76, Item 1 (Job Satisfaction) at 3.58, and Item 6 (Knowledge and Skills) with the lowest mean of 3.53 While the differences in mean scores are relatively small, the frequency tables indicate significant variations in the levels of agreement between Items 1 and 6 compared to Items 4 and 10.
Table 4.3: TC increases job satisfaction
Frequency Percent Valid Percent Cumulative Percent
Table 4.4: TC increases teacher adaptability
Frequency Percent Valid Percent Cumulative Percent
Table 4.5: TC enhances teacher knowledge and skills
Frequency Percent Valid Percent Cumulative Percent
Table 4.6: TC enhances teacher self-awareness
Frequency Percent Valid Percent Cumulative Percent
According to the data presented in Tables 4.3 and 4.5, over 50% of participants believe that teacher collaboration (TC) enhances job satisfaction and facilitates the acquisition of new knowledge and skills among educators Additionally, more than two-thirds of respondents indicated that TC improves teacher adaptability and boosts self-awareness, as reflected in Tables 4.4 and 4.6 Notably, there is a consistent trend across all four frequency tables, showing that disagreement with these statements is uncommon among participants.
46 benefits of TC There are at most 2 out of 38 participants who showed their disagreement
The changes in education this millennium have prompted teachers to collaborate more effectively to navigate and manage these shifts Through teamwork, educators can gain valuable insights into their strengths and weaknesses, leading to significant advantages in teaching collaboration (TC) While benefits such as job satisfaction and the acquisition of new knowledge and skills are important, they may not be as readily apparent.
This category includes items 2, 9, and 12, which highlight three primary obstacles faced: time constraints, lack of support, and teacher autonomy Descriptive statistics indicate that all participants acknowledged these items as barriers, with the majority expressing agreement or strong agreement regarding their impact Chart 4.3 illustrates the mean responses of participants for each item, reinforcing the significance of these obstacles.
Chart 4.3: Teacher agreement with barriers to TC
Chart 4.3 indicates that the Means approach a value of 4, suggesting that teacher collaboration faces several challenges While teacher perceptions of the three identified obstacles appear similar, it is important to highlight that time is not the primary barrier to teacher collaboration This finding contrasts with previous research, which often cites a lack of time as the most significant challenge to effective professional development (Abdal-Haqq, 1996, p 1).
4.2.2 The realities of TC practice at ESP department - HUCFL
In the analysis of TC, Items 13 to 29 were utilized, comprising 17 statements rated on a 5-point scale from 1 (Almost never) to 5 (Very often) The data analysis mirrored the approach used for the first cluster, and the overall mean of all items was computed to provide insights into TC practices.
Table 4.7: The realities of TC practice
N Minimum Maximum Mean Std Deviation
Unlike the Mean of Cluster 1 (Teacher views on TC), which is quite high and near value 4 (Agree) in the 5-point scale (as mentioned in section 4.2.1), the Mean of
Cluster 2 (The realities of TC at ESP department) is just 2.27, near value 2 (Seldom) in the 5-point scale It means that teacher involvement in TC practice is still at a low level This difference reveals a big gap between what teachers think about TC and what teachers do with TC This gap is illustrated in Chart 4.4 below:
4.2.2.1 Teacher interests in TC opportunities
Chart 4.5 illustrates the disparity in teacher interest between informal and formal teacher collaboration (TC) opportunities The data reveals that 29% of participants frequently engage in informal TC activities, contrasting sharply with the 0% engagement in formal TC activities This significant difference highlights the preference for informal collaboration among educators.
“almost never” enjoyed formal TC, and up to 37% participants “seldom” enjoyed formal TC On the contrary, no participants chose value 1 (Almost never) and value
CONCLUSION AND IMPLICATIONS
This chapter summarizes the study's findings and outlines their implications for educators and administrators It also addresses the study's limitations and offers recommendations for future research endeavors.
5.2.1 How do teachers at ESP department - HUCFL view teacher collaboration as a means for their professional development?
Teachers at the ESP department of HUCFL exhibit overwhelmingly positive attitudes towards teacher collaboration, recognizing its essential role in their professional development The collective insights from participants highlight a strong belief in the benefits of collaborative efforts for enhancing their teaching practices.
The necessity of teacher collaboration (TC) is widely recognized, with nearly all questionnaire participants affirming its importance for professional development Interviewed teachers unanimously emphasized the need for collaboration with colleagues, supporting their views with strong arguments They noted that collaborative development, as opposed to individual efforts, allows teachers to save time and effort, minimize subjectivity, and create a work environment that is less stressful and more enjoyable.
Over two-thirds of participants recognized that teacher collaboration (TC) enhances adaptability and self-awareness among educators Additionally, more than half agreed that TC boosts job satisfaction and facilitates the acquisition of new knowledge and skills from peers Specifically, TC equips teachers to better navigate changes within the education landscape.
The implementation of collaborative teaching (TC) enhances teachers' awareness of their strengths and weaknesses, fosters a sense of community within the classroom, and promotes the sharing of expertise Additionally, interviewees highlighted the spiritual benefits of TC, noting that it boosts teachers' confidence, reinforces their professional identity, and strengthens their connections with colleagues.
Despite the recognized benefits of teacher collaboration (TC) for professional development, several obstacles hinder participation Key barriers identified include time constraints, lack of support, and limited teacher autonomy Teachers in the ESP department face unique challenges, such as teaching across multiple schools with varying schedules, making it difficult to find common time for collaboration Additionally, differences in personalities among teachers were noted as a significant obstacle Some participants also highlighted issues like reluctance to engage and fear of taking risks, which contribute to negative feelings and further discourage involvement in TC activities.
5.2.2 What are the realities of teacher collaboration at ESP Department - HUCFL?
Research from questionnaires and interviews indicates that teachers in the ESP department at HUCFL often prefer independent teaching methods, exhibiting minimal collaboration with peers It is concerning that many educators participate in formal teacher collaboration activities solely due to mandatory requirements In contrast, the majority of respondents expressed a greater sense of comfort and enjoyment when engaging in informal teacher collaboration activities.
In a recent survey, informal discussions emerged as the most prevalent teacher collaboration activity, while classroom observation was mandated and conducted annually Conversely, activities like mentoring, study groups, and team teaching were rarely utilized These insights were further supported by interview responses.
In a recent survey regarding teachers' preferences in teaching activities, it was found that classroom instruction and student assessment were the primary areas of focus Conversely, research, material development, syllabus design, and lesson planning were not prioritized by the respondents.
In teacher collaboration, participants noted that educators typically engage in more discussions with colleagues within their own division rather than with those from different divisions, departments, or schools Specifically, teachers of English for Specific Purposes (ESP) frequently share insights with peers teaching the same subject This tendency is primarily driven by three key factors: shared time, common interests, and personal relationships.
5.2.3 What are teacher suggestions for promoting teacher collaboration at ESP department - HUCFL?
Participants did not provide recommendations for teachers, focusing instead on suggestions for institutional administrators The most significant recommendation was for financial support, as it is believed to motivate teachers to dedicate more time and effort to teaching and learning Additionally, participants emphasized the need for adequate facilities, including common spaces and computers, to enhance the teaching and learning experience.
Over 60% of survey respondents indicated that institutional administrators should create common time slots for teachers to engage in collaborative activities Interestingly, time was scarcely mentioned during interviews, with none of the interviewees asserting the necessity for administrators to schedule these opportunities Only two out of five interviewees referenced time, highlighting a connection between financial support and the arrangement of time for participation in teacher collaboration.
TC activities, they will spend less time on additional work or part-time jobs and be more responsible for TC
Approximately 50% of survey respondents believe that teachers require training in collaboration skills An interviewee emphasized the importance of institutional or departmental administrators establishing policies to promote teacher participation in team collaboration (TC) Additionally, two participants suggested that workshops and seminars should cover a diverse range of relevant topics Most interviewees advocated for encouraging teachers to organize their own TC activities, as long as these initiatives contribute to their professional development.
Based on the findings of this study, the author would like to offer implications focusing on three major issues: time management, open-mindedness, and rewards for TC
First, teachers should try to manage their time to increase participation in TC activities
Most teachers complained that they felt a lot of stress and could not find time for
Teachers often struggle to find time for team collaboration (TC) due to family commitments and work pressures However, dedicating just one or two hours per week to TC can significantly benefit overworked educators by saving them time and energy Instead of spending an hour alone on lesson planning, teachers can exchange ideas with colleagues, and rather than grappling with new teaching techniques in isolation, they can discuss them collaboratively Additionally, this time for TC can provide a valuable opportunity for teachers to relax and enjoy each other's company, fostering a supportive community.
Many educators have expressed challenges in scheduling Teacher Collaboration (TC) due to the varying timetables of teachers in the English for Specific Purposes (ESP) department However, TC does not necessitate simultaneous participation from all teachers Instead, the TC activities highlighted in this study—such as peer observation, mentoring, peer coaching, team teaching, and study groups—can effectively be conducted in pairs or small groups, making collaboration feasible despite differing schedules.