Empowering teachers in a DEIS primary school : collaboration and team-teaching in literacy
Flynn, Laura (2024)
2024
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https://urn.fi/URN:NBN:fi:amk-2024051813144
https://urn.fi/URN:NBN:fi:amk-2024051813144
Tiivistelmä
Recent reviews of Irish national literacy strategies have repeatedly underscored the unique challenges of the DEIS context where disparities in literacy attainment compared to non-DEIS counterparts were identified. Thus, it highlights the importance of exploring and developing tailored strategies that empower teachers and foster literacy excellence, particularly in these unique DEIS contexts.
This study explored mainstream and learning support primary school teachers’ participation in a new collaborative and literacy team-teaching model in a DEIS primary school in Dublin, Ireland. The study aimed to investigate teacher empowerment through collaboration and team teaching using an Appreciative Inquiry (AI) approach. The key focus of the study was to understand how teachers are empowered through collaboration and team teaching, what factors contribute to this empowerment, what the school’s strengths and assets are, and, importantly, what role leadership plays in supporting successful literacy teaching and opportunities for teacher empowerment.
The research adopts a qualitative approach. AI interviews were conducted with seven teachers from the DEIS school to explore participants’ experiences of success in literacy teaching.
Analysis of the AI interviews revealed common themes and shared experiences. The themes highlighted the collective belief in the value and strength of collaborative relationships, success and achievements in team teaching, and impactful collaborative practices denoting collective efficacy, professional development, and growth. The role of supportive and effective leadership was explored in fostering these practices. Participants described teacher autonomy, flexibility, collective problem-solving, and generosity in sharing resources, ideas, time, and knowledge. Opportunities to participate in decision making, forums for discussion and reflective practices were deemed valuable. The findings showed teachers experienced, increased motivation, confidence, pride, and enthusiasm. There was convincing evidence that teacher empowerment permeated the analysed themes as a direct result of teachers working together in a multifaceted collaborative way.
This study explored mainstream and learning support primary school teachers’ participation in a new collaborative and literacy team-teaching model in a DEIS primary school in Dublin, Ireland. The study aimed to investigate teacher empowerment through collaboration and team teaching using an Appreciative Inquiry (AI) approach. The key focus of the study was to understand how teachers are empowered through collaboration and team teaching, what factors contribute to this empowerment, what the school’s strengths and assets are, and, importantly, what role leadership plays in supporting successful literacy teaching and opportunities for teacher empowerment.
The research adopts a qualitative approach. AI interviews were conducted with seven teachers from the DEIS school to explore participants’ experiences of success in literacy teaching.
Analysis of the AI interviews revealed common themes and shared experiences. The themes highlighted the collective belief in the value and strength of collaborative relationships, success and achievements in team teaching, and impactful collaborative practices denoting collective efficacy, professional development, and growth. The role of supportive and effective leadership was explored in fostering these practices. Participants described teacher autonomy, flexibility, collective problem-solving, and generosity in sharing resources, ideas, time, and knowledge. Opportunities to participate in decision making, forums for discussion and reflective practices were deemed valuable. The findings showed teachers experienced, increased motivation, confidence, pride, and enthusiasm. There was convincing evidence that teacher empowerment permeated the analysed themes as a direct result of teachers working together in a multifaceted collaborative way.