Training sessions often send one enthusiastic teacher back to a school where colleagues aren't interested. In Czech schools, only about half of teachers report having a team that plans environmental education together. What happens when training is built around a team of teachers in one school instead?
The program was run by three Czech environmental education centers. In each of 24 elementary schools, one teacher led a team of 3 to 10 colleagues. Teams set their own goals, met regularly, got help from outside coaches, and created something concrete, such as a water-themed project day, new outdoor excursions or insect habitats. Researchers used questionnaires, focus groups and interviews with teachers, team leaders, coaches and managers over two years.
What they found:
- Freedom felt confusing, then freeing. Some teachers first found the open structure unclear and felt afraid of the time it would take. As work went on, they found the freedom let them experiment and "bloom."
- Teachers changed how they worked. Many began teaching in pairs, combining subjects such as language and science, and planning lessons across grade levels. They gave each other honest feedback. One primary teacher said a high school colleague helped her restructure a science lesson, while he learned how to talk with young children.
- Motivation came back. Teachers set in their ways said they felt "hooked" again. They saw their students more engaged, and some children showed new strengths.
- Team leaders needed new skills. Leaders had to manage group dynamics and keep the team together. This was a new role for them.
- Real barriers remained. Planning took a lot of time. Principals often gave permission but little active support. Some colleagues outside the team resisted.
- The organizers learned too. Coaches realized they were not prepared to facilitate rather than direct, and had to learn on the job. The three centers began cooperating and sharing much more.
What this means for your practice:
Build a team, not a lone champion. Bring together a small group in one school with a lead teacher. Agree on one goal that fits your school, meet regularly and aim for a concrete product, such as a new unit or project day.
Give freedom with clear limits. The researchers recommend balancing teacher choice with guidance. Tell teams early that the first stage may feel unclear. That uncertainty is normal and often comes before the most energizing part.
Pay attention to feelings. Expect some fear at the start. The researchers stress the emotional side of change and the need for caring facilitation. Celebrate team projects when they are done.
Teach in pairs and visit each other. Pair teachers from different subjects or grade levels. Watch each other teach and give honest, kind feedback.
Ask leaders for more than permission. Approach principals early. Ask for time, interest and visible support, not just a yes.
Plan for colleagues outside the team. Resistance from uninvolved staff was a major barrier. Think from the start about how to share your work with the wider staff.
Train your coaches first. If you run a program like this, prepare coaches in group facilitation before they start working with schools.
Involve students. The researchers suggest making students active partners in planning changes, not just recipients.
The Bottom Line
The researchers gathered views from 87 elementary teachers, their 24 in-school team leaders and the staff of three nonprofit education centers that ran the program. Teachers who worked in school teams, with freedom to set their own goals, moved from early confusion and fear to real enthusiasm. Many began teaching in pairs, combining subjects and giving each other feedback, and many said their motivation came back. Limited time, weak support from principals and resistance from colleagues outside the team slowed progress. Program staff learned too, especially that their coaches needed training to guide rather than direct. For educators, the study shows that peer learning inside a school can change teaching. It also shows that this kind of learning needs leadership support and skilled facilitation.