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Exploring The Relationship Between Team-Teaching And An Inclusive Practice - Teacher’s Perspective
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Dissertation
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2024
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Abstract
This thesis investigates the intricate relationship between team-teaching and inclusive practices in post-primary education. The study explores educator's perceptions of collaborative teaching methods through a comprehensive literature review, qualitative and quantitative data collection, and thematic analysis. The sample comprises four teachers: two student teachers and two full-time teachers. Findings reveal team-teaching's potential benefits and challenges in fostering inclusivity, accentuating collaboration, tailored instruction, and support for diverse learners. The research provides insights into integrating inclusive practices within team-teaching, contributing to a deeper understanding of effective pedagogical strategies. The study's recommendations offer actionable insights for educators, policymakers, and stakeholders to enhance inclusive education.
Keywords
inclusive practices, team-teaching, post-primary education