The Theoretical Framework of Teacher Collaboration

Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12323/3530

Full metadata record

DC Field	Value	Language
dc.contributor.author	Shakenova, Lyailya	-
dc.date.accessioned	2017-05-18T12:09:53Z	-
dc.date.available	2017-05-18T12:09:53Z	-
dc.date.issued	2017	-
dc.identifier.citation	Khazar Journal of Humanities and Social Sciences	en
dc.identifier.issn	2223-2613	-
dc.identifier.issn	2223-2621	-
dc.identifier.uri	http://hdl.handle.net/20.500.12323/3530	-
dc.description.abstract	In this study the focus will be on the existing literature about teacher collaboration.Firstly, the notion of collaboration in education and forms of collaborative culture will be outlined.Then the benefits and drawbacks of teacher collaboration will be discussed.The next step will outline the factors which restrict collaboration.Finally, factors which help to improve effective collaboration will be examined, which are divided into two main areas as structural conditions and interpersonal dynamics.	en
dc.language.iso	en	en
dc.publisher	Khazar University Press	en
dc.relation.ispartofseries	Vol. 21;№ 2	-
dc.subject	Teacher collaboration	en
dc.subject	Factors affecting teacher collaboration	en
dc.subject	Benefits and drawbacks of teacher collaboration	en
dc.subject	Collaborative culture	en
dc.title	The Theoretical Framework of Teacher Collaboration	en
dc.type	Article	en
Appears in Collections:	2017, Vol. 20, № 2

Files in This Item:

File	Description	Size	Format
2.Lyailya.20.02.2017.2.pdf		330.87 kB	Adobe PDF	View/Open