Challenges in Collaborative Practices: A Focus on Team Teaching in English TPD

Abstract

Team teaching is a widely recognized collaborative practice within Teacher Professional Development (TPD) programs, offering opportunities for shared responsibility, professional growth, and enhanced student outcomes. However, its implementation often encounters significant challenges, which remain underexplored in the context of English education. This study aims to investigate the barriers faced by English teachers in implementing team teaching, addressing a critical gap in the literature. Using a qualitative, phenomenological approach, data were collected through semi-structured interviews with five English teachers experienced in team teaching. Thematic analysis revealed three major challenges: interpersonal issues such as miscommunication and lack of trust, institutional constraints including insufficient planning time and inadequate administrative support, and pedagogical misalignments stemming from differing teaching philosophies. These findings highlight the complexities of team teaching and underscore the need for targeted interventions. The study recommends fostering trust, allocating dedicated planning time, and aligning pedagogical approaches through professional development programs. These insights contribute to the theoretical discourse on collaborative practices in TPD and offer practical guidance for optimizing team teaching, thereby enhancing teacher effectiveness and student learning.