Defending Identity and Ethos: An Analysis of Teacher Perceptions of School Collaboration in Northern Ireland

Autor/in	Donnelly, Caitlin
Titel	Defending Identity and Ethos: An Analysis of Teacher Perceptions of School Collaboration in Northern Ireland
Quelle	In: Policy Futures in Education, 10 (2012) 5, S.540-551 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2012.10.5.540
Schlagwörter	Elementary Schools; Foreign Countries; Educational Change; Intergroup Relations; Self Concept; Teacher Collaboration; Religious Education; Social Theories; Interviews; Teacher Attitudes; Educational Policy; Trust (Psychology); Catholics; Protestants; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Ausland; Bildungsreform; Intergruppenbeziehungen; Selbstkonzept; Lehrerkooperation; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Gesellschaftstheorie; Interviewing; Interviewtechnik; Lehrerverhalten; Politics of education; Bildungspolitik; Katholik; Protestantism; Protestantismus
Abstract	The purpose of this article is to examine the process of collaborative working between teachers located in separate faith-based schools in Northern Ireland. Drawing on theories of intergroup relations, and with reference to in-depth interviews with teachers in post-primary schools, the article shows that despite earlier research which identified a reluctance amongst teachers in the different sectors to work together, most Catholic and Protestant teachers are motivated to collaborate to develop a more broadly based curriculum for pupils. However, it has also been shown that teachers tend to studiously avoid discussing their differences in mixed-faith contexts, and it is argued that this may have the potential to constrain collaborative relations. It is concluded that without strategic direction from policy makers to assist teachers in negotiating and exploring their differences it will be difficult to build the trust which is likely to sustain collaborative relations. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10