Strengthening teacher teamwork in a venezuelan rural context: an action research study through collaborative strategies
DOI:
https://doi.org/10.56219/se.v25i2.4756Keywords:
teacher teamwork, action research, collaborative strategies, teacher professional development, rural education, VenezuelaAbstract
This qualitative study, framed within the sociocritical paradigm, aimed to strengthen teacher teamwork at the San Silvestre Parochial School (Barinas, Venezuela) through the implementation and evaluation of collaborative research strategies. The participatory action research (PAR) methodology was structured in iterative cycles of diagnosis, collaborative planning, implementation of co-designed actions, and reflective evaluation. Through semi-structured interviews with three key teachers and participant observation, barriers to collaboration were initially identified, such as rigidity in institutional dynamics and the limited practical application of collaborative approaches. The interventions, co-created with the teaching team, included the development of interdisciplinary pedagogical projects with a community focus and the establishment of workshops for joint reflection and participatory decision-making. Preliminary results show an improvement in team cohesion, more fluid communication, and an increase in student participation through contextualized educational projects. Data triangulation (interviews, observations, reflective journals) confirms that the collaborative research process itself enhances the teaching team's capacity to address their challenges, although barriers such as workload and infrastructure limitations persist. The study provides an adaptable intervention model for rural settings, highlighting the importance of community-rooted participatory strategies for educational transformation in resource-limited contexts.
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