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• W2975345023 abstract "This study was undertaken to examine the types of collaborative activities engaged in by 72 Post-compulsory education basic skills and vocational teachers in three colleges in south London and how these teachers experience and value collaborative practices in supporting students’ learning. A sequential explanatory mixed methods design was utilised. The overall findings from this study reveal the nature and complexity of teacher collaboration. They indicate that despite the contention in the literature that the majority of teachers still prefer to work in isolation, many teachers in this study participated in different collaborative activities, although, largely in informal contexts. They found informal collaboration more convenient and effective in dealing with immediate issues than formal collaboration but at the same time, the findings also indicated that many teachers desired more formal collaboration.Additionally, findings from this study revealed that teacher characteristics such as age, department, contract types and teaching experience can influence participation in collaborative activities. Furthermore, evidence from the study revealed that many teachers, especially older and more experienced ones, preferred collaborative activities which directly related to their classroom practices. Moreover, the findings indicate that teachers in this study identified learning new ideas as the main benefit of collaboration while excessive workload was regarded as the major barrier.Finally, this study made recommendations and developed a conceptual model that may have application in the further education and vocational establishments." @default.
• W2975345023 created "2019-10-03" @default.
• W2975345023 creator A5022672957 @default.
• W2975345023 date "2018-03-01" @default.
• W2975345023 modified "2023-09-23" @default.
• W2975345023 title "Examination of collaborative practices among post-compulsory education basic skills and vocational teachers" @default.
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