Collaborative Practice: perspectives, experiences, and expectations of primary teachers in relation to learning support systems

Abstract

Internationally, the critical emphasis on collaborative practice and special education continues to be the centre of a tenacious debate in world education. Additionally, the collective engagement and implementation of collaboration and collaborative practice varies from country to country, where teaching continues to be viewed as a collaborative profession. Presently, in Irish Primary Schools, teachers' engagement in genuine collaboration amongst a learning support team has become common practice. Moreover, relevant research coupled with documents from the Department of Education and Skills continues to advocate for teacher and school-based collaboration, where a general class teacher and learning support team work together to support the teaching and education of students with and without Special Educational Needs (SENs).

The literature review draws on extensive international research on Collaborative Practice and has been informed by scholars of note in this area. The primary intention of the research is to examine Collaborative Practice: perspectives, experiences, and expectations of primary teachers concerning learning support systems in a single case study Irish primary school. While various international research studies have been undertaken on Collaborative practice in relation to Learning Support systems, there is limited research about Irish primary school teachers' perspectives, experiences, and expectations. Initially, employing a mixed methods approach, the research set off with data collection through an online questionnaire to twenty agreeable respondents. Then, based on the quantitative data analysis, a focus group interview of five respondents was conducted to provide further qualitative depth to the research.

Overall, the research findings suggest that most teachers are positively disposed and aware of the value of collaborative practice and recognise its potential in learning support systems. However, the themes of the research identified that teachers remained divided on the method in which support for students with SEN should be delivered in certain situations and depending on the individual needs of the student. A further shortfall of the research identified in the themes was time to collaborate and the importance of collaboration embedded through a learning support system.