eprintid: 10019924
rev_number: 8
eprint_status: archive
userid: 587
dir: disk0/00/01/99/24
datestamp: 2014-10-29 10:56:04
lastmod: 2017-12-07 21:35:44
status_changed: 2014-10-29 10:56:04
type: thesis
metadata_visibility: show
creators_name: Cullen, Kairen J.
title: An exploratory study of teachers' views about the involvement of other teachers in their work
ispublished: unpub
divisions: B14
note: Thesis: (PhD) University of London Institute of Education, 2009.
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.
date: 2009
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534823
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 308
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Cullen, Kairen J.;      (2009)    An exploratory study of teachers' views about the involvement of other teachers in their work.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10019924/1/__d6_Shared%24_SUPP_Library_User%20Services_Circulation_Inter-Library%20Loans_IOE%20ETHOS_ETHOS%20digitised%20by%20ILL_CULLEN%2C%20K.J.pdf