Collaborative Practices as a Teacher Professional Development Pathway: A Study of Selected Secondary Schools in Tanzania

Abstract

This qualitative case study investigated collaborative practices (CPs) among secondary school teachers, focusing on their role in  enhancing teachers’ professional development (PD). The research employed interviews and focus group discussions, along with thematic  analysis, to gather and analyse data from thirty purposively selected participants, including heads of departments (HoDs) and  heads of secondary schools (HoSSs) across three sampled secondary schools in Ilala Municipality. The results revealed three prevalent  CPs among secondary school teachers: coaching, teaming, and mentoring. Teachers embraced these practices to address educational  challenges and enhance their teaching knowledge and skills. The study advocates for broader integration of CPs as a professional  development strategy with the potential to enhance instructional efficacy among secondary school teachers in Tanzania.