iarjelIARJELIARJEL2708-5120https://doi.org/10.47310/iajel.2020.v01i01.017Collaborative Practices of English Teachers for Improving their Classroom PedagogyRameshwarJyotiFaculty of Education, Tribhuvan University, Butwal Multiple Campus, NepalThis study aims to explore secondary level English teachers’ collaborative practices and their perceptions on it. It was carried out within the theoretical framework of social constructivism. I employed phenomenological approach, and qualitative research design as a research method. Three secondary level English teachers teaching at three community schools of Butwal Sub- Metropolitan city in Rupandehi district, Nepal were purposively selected as research participants. Out of three participants, two were males and one was female who had been practicing collaborative teaching in their classrooms for more than four years. The research participants were interviewed using a semi-structured interview technique to collect relevant information for the purpose. The study reveals that English teachers have positive views towards collaborative practices and undertaking different collaborative activities such as sharing lessons, exchanging answer sheets, team teaching and so on for improving their classroom pedagogy and professional development. The findings also expose the benefits that English teachers have from collaborative practices, and the challenges they have faced while adopting these practices inside the classroom and the beyond.