Research On Teacher Cooperative Learning Based On Teacher Culture

Currently, the development of teacher collaboration which has not only influenced teacher learning but education reform has become a non-negligible tendency. For those scholars who are interested in teacher education and teacher learning, achieving a better understanding and proposing valuable suggestions of teacher collaboration learning should be their common pursuit.This study approaches teacher collaboration learning from the perspective of teacher culture. It adopts the theoretical lens of teacher learning culture and examines the features, influence factors and difficulties of the teacher collaboration with collective preparation of instruction. Through the analysis of data collected through interview and field observation, this study yields results that are presented in the following paragraphs.To begin with, research has unearthed the features of teacher collaboration in practice. Firstly,experience learning is valued for teachers in collaboration, but it is suffocated in practice at the same time. Next, interaction is welcomed by the teachers in collaboration, nevertheless, there is a contradiction between passive and active in interaction. Lastly, despite the focus on its long-term and sustainable development, teacher collaboration is impeded by some short-term goals.Secondly, the said features can be explained by the dimensions of teacher culture that have played a substaintial role in teacher collaboration. Guided by the theory of teacher learning culture, this stduy illustrates that different types of reflection, power-distance and uncertainty avoidance influnce collaboration in different ways.Thirdly,after clarifying the factors that influence teacher collaboration learning, this study declares that the difficulties in sharing the experience, the passive inter-action during collaboration and the difficulties in the long-run development can be treated as three problems during the collaboration. Furthermore, the study then analyses the reasons which cause the above problems. The reasons are the ignorance of the collective reflections, the high power-distance between teachers and the leader and the high uncertainty avoidance in the collaboration.Finally, by basing its analysis on theories of teacher culture, the study provides explanation for the features, the influencing factors and the reason of difficulties in teacher collaboration learning. In light of the aforesaid phenomena, some policy recommendations are given for the advancement of teacher collaboration learning.