Amparo Eleana Núñez Oré, Hilda Yucra Chavez, Carlos Alberto Villafuerte Álvarez
DOI: 10.59427/rcli/2023/v23cs.2329-2336
This essay focuses on the relevance of collaborative work among teachers to enhance performance and educational quality in the context of education. It is based on an inductive approach within a humanistic paradigm, employing a qualitative methodology and a narrative topical design. The research explores various theories that underpin this practice, with a particular emphasis on the Community of Practice Theory by Lave and Wenger as a fundamental cornerstone. The benefits of collaborative work are deeply analyzed, encompassing continuous professional development, the improvement of pedagogical practices, peer learning, and a positive influence on students’ outcomes. Furthermore, barriers and challenges that may hinder the effective implementation of collaborative work, such as time constraints, resistance to change, and the need for strong leadership, are identified. Several models of collaborative work are presented, including grade-level team meetings, communities of practice, and teacher coaching. This essay provides a solid theoretical foundation on collaborative work in education, highlighting its significance, benefits, and challenges. Additionally, it offers an overview of related theories and implementation models. Collaborative work emerges as an essential strategy for continuous improvement in education, with a significant impact on teachers’ professional development and students’ performance.
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