PREMISES OF TEACHER COLLABORATION: THEORETICAL REFLECTIONS ABOUT REQUIREMENTS THAT UNDERLY THE EXPANSION OF COOPERATIVITY IN TEACHING STAFF

Abstract

More and more we talk about teamwork, collective work, finally, cooperation as a necessary competence in almost all professional advice. Many educational institutions have joined in the pursuit of expanding cooperation among their teachers, with the intention of caring for the workplace, but mainly to improve the quality of education. However, the cooperative initiatives often face difficulties, unless those involved have knowledge of the extensive causes that impede or facilitate higher or lower levels of cooperation. This gap will be focused in the present article, discussing nine assumptions that underlie the possibility of expanding cooperation among teachers. Being aware of the assumptions, it is possible to instrumentalize future empirical researchs, but also create ways to manage the requirements at responsibility of teachers and schools.