Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534823
Title: An exploratory study of teachers' views about the involvement of other teachers in their work
Author: Cullen, Kairen J.
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2009
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Abstract:
This is an exploration of the views of teachers from a range of different schools in two local authorities about the involvement of other teachers in their work. Many aspects of the education context are based upon the assumption that teachers' involvement in each other's work is a helpful and unproblematic phenomenon, which supports the learning, effectiveness and well being of teachers at all levels in all aspects of their practice. However, there is little empirical work on how teachers understand these terms and the value they place upon them. The research builds upon David Hargreaves' (1972) work on inter-personal relations and education in which he highlights the difficulties in gaining access to this personal and largely hidden aspect of teachers' work. A social constructionist framework is used in order to achieve a better understanding of what constitutes work with other teachers and of what obstructs and facilitates it. Three studies using in-depth semi-structured interviews were conducted with 59 teachers from secondary, primary and special school and local authority settings. A thematic analysis of the data was used. The findings are that teachers view their involvement with other teachers as an important, varied, complex and problematic aspect of their work but do not reflect upon or discuss this topic a great deal. In addition, it is not viewed as essential or mandatory and many reasons for not being involved with other teachers were expressed. Further research is required to clarify and raise awareness of the attitudes, resources and conditions for enabling teachers in classroom-based and management roles in choosing and utilising involvement and noninvolvement with colleagues to support their best practice. Schools, local authorities and government should utilise such research in policy, guidance and professional development initiatives.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.534823  DOI: Not available
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