Collaboration as a New Creative Imaginary: Teachers' Lived Experience of Co-Creation
Research on collaborative professionalism may be enriched by inquiries into the lived experiences of teachers. The question of what collaboration is like for teachers has not been taken up widely in the literature. The meaning of collaboration as a coming together of individuals who share, design, a...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
[2019]
|
| In: |
The Indo-Pacific journal of phenomenology
Year: 2019, Volume: 19, Issue: 2, Pages: 91-102 |
| Standardized Subjects / Keyword chains: | B
Teacher
/ Cooperation
/ Creativity training
|
| IxTheo Classification: | ZB Sociology ZF Education |
| Online Access: |
Volltext (kostenfrei) |
| Summary: | Research on collaborative professionalism may be enriched by inquiries into the lived experiences of teachers. The question of what collaboration is like for teachers has not been taken up widely in the literature. The meaning of collaboration as a coming together of individuals who share, design, and co-create for purposes that are aligned with generative possibilities of producing something new, of understanding something in a novel way, and to combine perspectives, personalities, experiences and expertise, represents a new area for research. This paper presents a phenomenological analysis of teachers' lived experiences of collaboration. To ask these questions requires an orientation to the lived experience of teacher collaboration. For the purposes of this paper, two themes - collaboration and a creative imaginary, and collaboration and relationality - are described as unique structures of human experience. This research supports the conclusion that research in the field of collaborative professionalism and teacher collaboration may be significantly deepened by inquiries into concrete lived experiences of teacher collaboration. |
|---|---|
| ISSN: | 1445-7377 |
| Contains: | Enthalten in: The Indo-Pacific journal of phenomenology
|
| Persistent identifiers: | DOI: 10.1080/20797222.2019.1684494 |