Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.777641
Title: Examination of collaborative practices among post-compulsory education basic skills and vocational teachers
Author: Coker, Toyin
ISNI:       0000 0004 7963 4160
Awarding Body: University of Greenwich
Current Institution: University of Greenwich
Date of Award: 2018
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Abstract:
This study was undertaken to examine the types of collaborative activities engaged in by 72 Post-compulsory education basic skills and vocational teachers in three colleges in south London and how these teachers experience and value collaborative practices in supporting students' learning. A sequential explanatory mixed methods design was utilised. The overall findings from this study reveal the nature and complexity of teacher collaboration. They indicate that despite the contention in the literature that the majority of teachers still prefer to work in isolation, many teachers in this study participated in different collaborative activities, although, largely in informal contexts. They found informal collaboration more convenient and effective in dealing with immediate issues than formal collaboration but at the same time, the findings also indicated that many teachers desired more formal collaboration. Additionally, findings from this study revealed that teacher characteristics such as age, department, contract types and teaching experience can influence participation in collaborative activities. Furthermore, evidence from the study revealed that many teachers, especially older and more experienced ones, preferred collaborative activities which directly related to their classroom practices. Moreover, the findings indicate that teachers in this study identified learning new ideas as the main benefit of collaboration while excessive workload was regarded as the major barrier. Finally, this study made recommendations and developed a conceptual model that may have application in the further education and vocational establishments.
Supervisor: Barnard, Jane ; Choli, Hatice Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.777641  DOI: Not available
Keywords: LB Theory and practice of education
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