Abstract
This study examined the ideas of navigating novice-seasoned teacher collaborations. Particularly, this study used a narrative research design with teachers as the participants in the study. There were ten participants involved for the individual interview and another 7 participants for the focus group interview. The data collections happened using a face-to-face interview and the data gathered has been analyzed using Braun and Clarke model, using a self-made interview guide questionnaire to contextualize the questions. The result revealed that there are two themes on challenges novice teachers face when collaborating with seasoned teachers and how these challenges can be addressed, these are: power dynamics, and experience gap. Meanwhile, there are two reasons why novice teachers' background experiences and perspectives contribute to the collaboration process which include: enthusiasm and energy, and adaptability to change. Also, there are two emerging themes about the strategies do seasoned teachers employ to support novice teachers in overcoming the challenges they face in the classroom and that includes: providing constructive feedback, and a supportive working environment. Furthermore, there are two emerging themes about the key factors that contribute to the success of collaborative learning experiences for both novice and seasoned teachers and that includes: mutual respect and trust, and opportunities for professional growth. This study recommended that educational institutions prioritize the establishment of structured mentorship programs to facilitate effective collaborations between novice and seasoned teachers. By pairing novice educators with experienced mentors, schools can create opportunities for knowledge exchange, skill development, and professional growth.