Transformational Learning Through Teacher Collaboration: a Case Study

  • Steyn G
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Abstract

This article, which developed from previous studies at the school, reports on a qualitative study aimed at investigating the professional learning experiences of staff members at a South African primary school. Transformative learning and adult learning theory underpinned the study. Data were collected by means of an open-ended questionnaire administered to teachers of the Mathematics department, a focus group interview with these teachers and individual interviews with the principal. Participants indicated that teacher collaboration enhanced their professional learning in the various horizontally and vertically structured teams at the school. They emphasized the importance of effective communication, trust and respect in their interpersonal relationships. Although participants acknowledged differences in their personalities and professional approaches, they regarded them as beneficial and complementary for their learning. The study showed that transformative learning was contextualised and therefore suggested that more research should be carried out to explore the contextual factors that promote sharing of knowledge and skills among teachers at other schools. Key words: Adult learning; transformative learning; teacher collaboration; professional development Opsomming TRANSFORMASIONELE LEER DEUR MIDDEL VAN ONDERWYSERSAMEWERKING: ‘N GEVALLESTUDIE Hierdie artikel wat uit vorige studies in die skool ontwikkel het, doen verslag oor ‘n kwalititiewe studie wat die professionele leerervaringe van personeel in ‘n Suid-Afrikaanse laerskool ondersoek het. Transformasionele leer en volwasseneleerteorie het as grondslag van die studie gedien. Data is ingesamel deur middel van oop vrae in ‘n vraelys aan onderwysers in die Wiskundedepartement, ‘n fokusgroeponderhoud met hierdie onderwysers asook individuele onderhoude met die skoolhoof. Deelnemers het aangetoon dat onderwysersamewerking hulle professionele leer verbeter het in die horisontale en vertikale strukture in die skool. Hulle het die belangrikheid van effektiewe kommunikasie, vertroue en respek in hulle interpersoonlike verhoudinge beklemtoon. Alhoewel deelnemers verskille in hulle persoonlikhede en professionele benaderings erken het, het hulle dit as voordelig en komplementerend beskou. Die studie het aangetoon dat transformasionele leer gekontekstualiseerd is en dat verdere studies derhalwe aanbeveel word om die kontekstuele faktore wat die bevordering van kennis en vaardighede onder onderwysers bevorder, te ondersoek. Kernbegrippe: Volwasseneleer; transformasionele leer; onderwysersamewerking; professionele ontwikkeling

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APA

Steyn, G. (2017). Transformational Learning Through Teacher Collaboration: a Case Study. Koers - Bulletin for Christian Scholarship, 82(1). https://doi.org/10.19108/koers.82.1.2220

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