Sustaining Collaboration: English-as-a-Second-Language, and Content-Area Teachers
This article was published in Teaching and Teacher Education, Vol 27 number 2,
Author(s): Faridah Pawan and Jeremy H. Ortloff, " Sustaining Collaboration: English-as-a-Second-Language, and Content-Area Teachers", Pages 463-471, Copyright Elsevier (February 2011).
The purpose of this study was to identify how Collaborative Teaching Institute (CTI) and other joint professional development programs for English as a Second Language (ESL) and content area teachers could better support sustained teacher collaboration.
The authors investigated ESL and content area teachers’ perceptions of collaboration after they completed a joint professional development program called the Collaborative Teaching Institute (CTI).
The study yielded information on the key actors, opportunities, tensions and conflicts in the collaboration between the two sets of teachers.
The findings reveal that organizational and leadership factors sustained teacher collaboration.
However, it was found that several barriers hindered the collaboration between the two sets of teachers. Difficult interactional factors were ESL teachers’ collaboration barriers,
lack of formal procedures were content area teachers’ collaboration barriers and lack of leadership were administrators’ collaboration barriers.