Learning and teaching: the extent to which school principals in Irish voluntary secondary schools enable collaborative practice

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dc.contributor.authorMoynihan, Joseph A.
dc.contributor.authorO'Donovan, Margaret
dc.date.accessioned2021-05-04T09:45:43Z
dc.date.available2021-05-04T09:45:43Z
dc.date.issued2021-03-16
dc.date.updated2021-05-04T09:32:30Z
dc.description.abstractPolicy-makers in Ireland advocate teacher collaboration as being a vital component of educational reform and school improvement in inclusive and participatory communities of practice. The objective of this research study was to attempt to achieve a depth of understanding of the role played by principals in the reification of the Department of Education and Skills (DES) policy around collaborative practice in their schools. This paper attempts to capture a snapshot of the current culture around teacher collaborative practice and the extent to which such practice is enabled and/or encouraged by senior management. A qualitative approach was used to gather the necessary data which were analysed using a grounded theory approach. Some key findings include: principals have an astute awareness of how collaborative practice is conceptualised and contextualised within the Irish education system; there exists a broad range of formal and informal practices already at play; principals believe that clear structures and strategies will herald the creation of a new pedagogical landscape propagated by meaningful and highly effective collaborative practice; school leaders actively encourage and endorse collaborative practice; principals are positively seeking to re-culture schools and mediate the traditional norms that many teachers are essentially fearful to forsake.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationMoynihan, J. A. and O'Donovan, M. (2021) 'Learning and teaching: the extent to which school principals in Irish voluntary secondary schools enable collaborative practice', Irish Educational Studies. doi: 10.1080/03323315.2021.1899019en
dc.identifier.doi10.1080/03323315.2021.1899019en
dc.identifier.eissn1747-4965
dc.identifier.issn0332-3315
dc.identifier.journaltitleIrish Educational Studiesen
dc.identifier.urihttps://hdl.handle.net/10468/11243
dc.language.isoenen
dc.publisherRoutledge - Taylor & Francis Groupen
dc.rights© 2021 Educational Studies Association of Ireland. Published by Routledge – Taylor & Francis Group. All rights reserved. This is an Accepted Manuscript of an item published by Taylor & Francis in Irish Educational Studies on 16 March 2021, available online: https://doi.org/10.1080/03323315.2021.1899019en
dc.subjectCollaborative practiceen
dc.subjectLeadershipen
dc.subjectPolicy complianceen
dc.subjectCollaborative affirmationen
dc.subjectVoluntary secondary schoolen
dc.subjectQuality assuranceen
dc.titleLearning and teaching: the extent to which school principals in Irish voluntary secondary schools enable collaborative practiceen
dc.typeArticle (peer-reviewed)en
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