A contextual case study exploring Teacher experiences of collaborative Teaching and Learning in an Irish Primary School

Abstract

Emanating from a commitment to investigate improved student engagement opportunities and inclusive frameworks for collaborative teaching and learning in an Irish primary school context, the following case study research has evolved. The purpose of the research was to simultaneously explore the perspectives of primary school teachers on collaborative teaching and learning in an Irish primary school while probing the intersection of collaborative teaching and learning and student engagement. A critique of the literature delineates collaborative teaching, collaborative learning, collaborative assessment and student engagement. An embedded, cross-sectional, mixed method case study was devised which had the potential to interpret the research questions posed at the commencement of the research project. Data collection implemented included a back-ground data gathering predominantly quantitative survey and qualitative semi-structured interviews and subsequently data were analysed thematically. Emergent themes from the research data propose that bespoke teacher learning occurs during collaborative teaching and learning, professional relationships are strengthened, teachers develop agency through collaborative practice and that diverse student engagement experiences are realised through collaborative teaching and learning. The study also suggests that candour is a characteristic of teachers who engage in collaborative teaching and learning. The research also details antecedents to collaborative teaching and learning and the impact of insufficient resources and support in the development of collaborative teaching and learning frameworks, in an Irish primary school context. The findings presented provide an insight into the perspectives of Irish primary school teachers on collaborative teaching and learning in County Donegal and future research could focus on the development of possible specific solution trajectories to identified disincentives.