T School Cooperative Teacher Team-building Field Research

This study is composed of four parts. The first part is the introduction, which discusses the significance, research background and research method of the study. In the literature review, various theories and achievements in practice about'teacher collaboration'and'teacher group' at home and abroad are used as a source of reference. Meantime, theoretical sources of the establishment of a collaborative teaching group are searched from the perspectives of sociology, pedagogy and administrative theories, and the definition, constituents and characteristics of the collaborative teaching group are specified and elaborated as well. In the second part, the researcher sketches T School from three aspects, mainly including the teachers, staff and students in T School, the establishment of its teaching group and the components of its collaborative teaching group. The researcher also tells about the development of T School's collaborative teaching group in a realistic manner. In the third part, the researcher tells about her personal visit to T School, which aims at the establishment of its collaborative teaching group. In particular, the researcher recreates some activities in its establishment of a collaborative teaching group, and describes her in-depth interviews with members of this teaching group, in order to analyze the operative characteristics of the collaborative teaching group and to understand the different features of the teaching group as an influential brand. The fourth part is intended to identify the positive influences of the establishment of a collaborative group on teachers' professional development and to discuss the relations between the School's capability of cultivating students and the founding of the collaborative group. With her statistical analysis of the questionnaire surveys conducted to T School's teachers, the researcher discusses the main problems existed in the development of T School's collaborative teaching group over the past few years, and puts forward some suggestions about how to improve the development of a collaborative teaching group.The researcher arrives at two basic conclusions in this study:firstly, the researcher redefines the term of 'collaborative teaching group' as a teaching group which has the cooperative consciousness and ability, and which continually makes collaborative efforts to achieve its common objectives through subjective dependence and face-to-face interaction. This kind of collaborative teaching group pays more attention to the interaction, coordination and operation between its members and greatly differs from the so-called 'traditional teaching group' on such aspects as its working objectives, obligations, personal relationships, working styles and working emotions. Secondly, some strategic measures should be taken to advance the development of the collaborative teaching groups, for instance, strengthening the development of the classroom group and the teaching and researching group, working out specific group objectives and making them the common objectives of its members, establishing a 'group bundle' evaluation system which evaluates teachers from the criterion whether the group objectives have been achieved or not, and carrying out the professional and pragmatic school-based researches.