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    ‘Promoted widely but not valued’: Teachers’ perceptions of team teaching as a form of professional development in post-primary schools in Ireland


    Walsh, Thomas (2020) ‘Promoted widely but not valued’: Teachers’ perceptions of team teaching as a form of professional development in post-primary schools in Ireland. Professional Development in Education. pp. 1-17. ISSN 1941-5257

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    Abstract

    Team teaching as a concept and approach has long been advocated at a policy level both internationally and in Ireland. However, there is very little focussed research on the use of team teaching as an approach in post-primary schools in Ireland or on its potential as a medium of teacher professional development. This article presents the findings of a two-year collaboration between the Department of Education, Maynooth University and the Professional Development Service for Teachers (PDST) to support student teachers and qualified teachers to engage in team teaching. It reports on the context for the collaboration and the educational policy landscape relating to team teaching in Ireland. The main focus of this paper is to report the perceptions of experienced teachers about the potentialities of team teaching as a form of professional development. The findings highlight the fragmented and tenuous way in which team teaching exists in many schools, with one teacher asserting that it is ‘promoted widely but not valued’. Despite challenges, the data affirm a very strong appetite among post-primary teachers in Ireland for increased support to use team teaching as an approach that they report to be a valuable medium of professional development.

    Item Type: Article
    Additional Information: Cite as: Walsh, T. (2020). ‘Promoted widely but not valued’: Teachers’ perceptions of team teaching as a form of professional development in post-primary schools in Ireland. Professional Development in Education, doi:10.1080/19415257.2020.1725596
    Keywords: Ireland; post-primary education; team teaching; teacher professional development; community of practice; professional capital;
    Academic Unit: Faculty of Social Sciences > Education
    Item ID: 16057
    Identification Number: https://doi.org/10.1080/19415257.2020.1725596
    Depositing User: Thomas Walsh
    Date Deposited: 07 Jun 2022 14:12
    Journal or Publication Title: Professional Development in Education
    Publisher: Taylor & Francis online
    Refereed: Yes
    URI:

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