From professional collaboration to collaborative professionalism
- Professor Insuasty, posted this in his blog:
DIRECTIONS: Watch the Keynote Lecture by Professor Andy
Hargreaves "From Professional Collaboration to Collaborative
Professionalism," and discuss in your instructor´s blog the following questions:
1) Whereas professional
collaboration is a descriptive term referring to how teachers collaborate
together, in one way or another, here or there, collaborative professionalism
is prescriptive. It is about how to collaborate more deeply, in ways that
achieve greater impact. How do you think the transition between professional
collaboration to collaborative profesionalism can be promoted in our
educational context?
2) Collaborative
professionalism is organized in an evidence-informed, but not data-driven, way
through rigorous planning, deep and sometimes demanding dialogue, candid but
constructive feedback, and continuous collaborative inquiry. To what extent can
students profit from their teachers´ practic eof collaborative professionalism?
Posted by Edgar
Insuasty at 4:54 PM.
I I would like to answer
these questions as follows:
1. I think that the shift
from professional collaboration to collaborative professionalism can be
achieved by making of this latter a more formal and institutional practice. In
our context we see that teachers are given time for planning their classes and
for doing the tasks that the profession demands; however, in my experience, I
have seen that teachers rarely conform communities of learning for improving
their teaching practice. Likewise, another situation is that many teachers do
not have the habit of sharing their teaching insights, so, they work on
isolation from their peers. Therefore, if there would be an initiative by not
only teachers and the institution, but also by students and parents ideally, we
could conform communities of learning having the support of the entities that
play a major role in education. As a result, we could have more insights on the
necessities and goals that need to be addressed, and work as a community
towards the same direction.
2. As has been argued by
many scholars, teachers are the most influential factor in students’ learning. Thus,
if teachers practice collaborative professionalism, the benefits will be not
only for them. As I was proposing before, if the communities of learning
created towards collaborative professionalism also included students and
parents, the insights of these different education agents would enrich the
transformation of their own educative situation.
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