Value of collaboration among teachers but difficulty of its formal implementation
This theoretical article shows the need of taking into account personal and structural conditions in order to better understand the gap between the value that primary teachers give to collaboration in general and the difficulty of its formal implementation. A review of the literature on collaboration among school teachers, coupled with the experiential knowledge of the principal researcher, leads us to identify conditions of feasibility. This prescribed collaboration by the Ministry of Education of Quebec (1997) is linked to the increasing number of students with difficulties. Their success implies a greater institutional, professional, and educational collaboration within teams-cycle. While the relevance of collaboration is generally well documented, there are many obstacles in its implementation.