Sino-Nepalese Teachers' Collaborative Researc

This study is a theoretical and empirical study on teacher cooperation in China and Nigeria,with special attention to teacher collaboration in Nigeria.Collaborative working environment has become the norm of the organization and is conducive to the effective work.Communication and cooperation among teachers is the key strategy to promote school education reform and professional development.Teachers need to cooperate and share ideas in order to effectively carry out teaching tasks.In addition,the successful implementation of student-centered innovative teaching requires the full cooperation among school leaders,teachers and other educators.However,the school is facing the challenge of transforming the highly individualized teaching community culture into an effective cooperative learning community.Although Nigerian schools continue to face the great challenge of improving teachers’ quality,China schools have the experience and lessons of structured teacher cooperation.The form of teaching-research cooperation is the main way of teachers’ professional development,which is beneficial to teachers’ professional development.Therefore,this paper aims to learn from the experience and lessons of teachers’ collaborative practice in China.What is the collaborative status of Nigerian schools in specific teacher cooperation activities? What influence does social culture and leadership practice have on teacher cooperation? What are the factors that promote and hinder teacher cooperation? How can Nigeria learn from and absorb some cooperative practices in China to better promote teacher cooperation? This is the problem that this study strives to solve.This study mainly uses mixed research methods to study the cooperation between Nigerian and China teachers.The researcher collected data through interviews,questionnaires and literature and text data collection,and conducted a research survey in Anambra and Shanghai middle schools.The survey included 120 teachers(including 10 principals)from 6 schools in Anambra,Nigeria,and 60 teachers(including 2 principals)from 2 schools in Shanghai,China.During the investigation,the researchers focused on all kinds of school-based teaching cooperation activities,collected and recorded teachers’ cooperative practice in the activities,collected text data of collaborative activities,and explored how teachers perceived their roles and identities and their initiative in cooperation.The theoretical framework includes a review of the literature on national teacher cooperation and an analysis of the policy environment,leadership practice and background factors of teacher education system and teacher community from the perspective of transient social culture and micro-political theory.On this basis,the researchers coded and analyzed the collected data,and combined it with their own field experience and feelings,and finally the research results formed this paper.Firstly,the study examines teachers’ collaboration from sociocultural perspective.Therefore,the researcher investigates the situation that affects teachers’ collaboration from the perspective of social and cultural background,including the policy environment of school operation.Information collected from various sources enable researchers to investigate the complexity of teachers’ working environment.This complexity involves many factors,including educational history,educational policy,teacher education and educational reform.It identifies and solves situational influences that may affect teachers’ work style and interdependence,and their potential impact on teachers’ cooperation.It is found that the cultural values of teachers’ interpersonal relationships have influenced their cooperative views;In the way Nigerian teachers perceive knowledge,knowledge is innate and fixed,rather than learning ability acquired through experience.From the micro-political theoretical perspective,the research results show that schools in different environments have different backgrounds and teachers’ education and training at different stages of education.They are exposed to various leadership and management styles,which will affect how they teach and cooperate.In most schools,when teachers work together,they will naturally form a variety of cooperative attitudes with rich initiative or positive personality,silence,avoidance or non-interference.This study finds that the teaching and working conditions of the two countries are different based on conceptual factors.The cooperative relationship between Nigerian teachers is restricted by administrative departments and professional departments.From the perspective of micro-politics,it is difficult for teachers to cooperate.The micro-factors related to time and responsibility in the system lead to the decrease of teacher cooperation efficiency.Teachers are guided by principles through the rigid and flexible coupling strategy in power relations,and various connections are established between teachers.The results also show that there are better opportunities for teachers to cooperate in Shanghai schools because of the structured model supported by school policies,which is attributed to more organized content and teachers’ roles in cooperation.Finally,the research shows the relationship between teachers’ professional cooperation and the construction of identity,and how teachers influence teachers’ cooperation through teachers’ initiative.In addition,according to the survey results,the study provides beneficial practical applications for Nigerian schools,including school support conditions,school leaders who encourage teachers to lead,school culture with cooperative culture,creating trust relationship among teachers,and teachers’ attributes,such as ideas and mutual trust,cooperative learning practice,and puts forward suggestions for future research.