Professional cooperation in primary school classes: general education teacher and specialization teacher views

Abstract

The present study focuses on the teacher cooperation levels in the new Greek primary school structure. It is based on the social network theory and it consists of a quantitative study with the use of self-reported questionnaires. Participant were general education and other specialization education teachers who worked in the new primary school structure with a reformed comprehensive curriculum. From the outcomes of this study it is evident that teacher cooperation levels are good but more time and effort is needed in order to deliver the comprehensive curriculum in collaboration. Moreover, although different specialists are brought together to teach in primary schools their expertise is not fully used in order to be valuable for student learning and teachers' professional development.