Teachers' peer support: difference between perception and practice

ABSTRACT

This paper is aimed at exploring teachers’ perceptions and practices of peer support in Bangladeshi primary schools. It also looks into the contrast between the perceptions and practices, and the underlying reasons behind such deviations. The study collects data from teachers who are undergoing a large-scale teacher development project called English in Action. The project provides face-to-face and distance learning support to the teachers, as well as promotes the idea of context-based learning through peer support in both primary and secondary schools in Bangladesh. This study adopted a mixed method approach. The quantitative part looks into teachers’ perceptions and practices in regards to peer support. A close-ended questionnaire was used to understand the extent teachers feel peer support is important and their actual engagement with colleagues for the support activities. Qualitative methods including observations, focus group discussions, and interviews are used to identify the activities that teachers do together with their colleagues in a school and the barriers to such activities. The results show that, teachers define peer support in a specific way and consider it as very important for their professional development. However, their engagement in such activities is restricted by several factors.

KEYWORDS:

• Peer support
• collaboration
• professional development
• community of practice
• situated learning

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Md. Shajedur Rahman

Md. Shajedur Rahman is a PhD student at The Open University UK. He is studying the ‘Relationship between Teachers’ Collaboration and Their Classroom Practice in a Bangladeshi Primary School.’ He has an MA from the Institute of Education, University College London in Primary Education (Policy and Practice). He also has an MEd in Curriculum and Instructional Technology from the University of Dhaka, Bangladesh. He worked as a senior research officer in a UK Department for International Development- funded large-scale teacher development project called English in Action in Bangladesh.