The study employed Little’s (1990) model of teacher collaboration to investigate the forms of collaboration that Irish primary school SETs and their teaching colleagues were involved in and their effect on the way the SETs professional knowledge was built and sustained. The contextual factors that affected collaboration between the SETs and their teaching colleagues were examined. The interaction between the emotional and relational dimension of collaboration and teachers’ professional working relationships and how it affected collaboration between SETs and their teaching colleagues was also explored. The support needed by the special education teachers in order to build their professional knowledge through collaboration and thereby advance SEN practice in their schools was investigated.
|Date of Award||17 Feb 2021|
|Supervisor||Rita Chawla-Duggan (Supervisor), Chris James (Supervisor) & David Skidmore (Supervisor)|