An investigation into the effects of collaborative teaching on PGCE PE trainee teachers' confidence and competence to teach post-16 examination classes.
University of Wales Institute, Cardiff.
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This study was undertaken to investigate if trainee teachers working collaboratively in pairs would develop their confidence and teaching abilities when teaching post-16 Physical Education examination classes. All the trainee teachers were undertaking a one year Post Graduate Certificate of Education. A number of barríers had been identified that prevented trainee teachers having sustained experience of teaching at this level. The introduction of collaborative teaching by other institutions running similar programmes has produced a number of benefits in the form of confidence and subject knowledge. As a result of reviewing the literature it was decided to conduct an action research study to identify if there were benefits for trainee teachers at post-16 examination teaching level. Collaborative teaching in this instance comprised of two trainee teachers working together to plan, deliver and reflect on lessons.. Qualitative and quantitative data were obtained through the use of questionnaires, semi-structured interviews with focus groups and documented evidence. The findings from this research provided evidence that trainee teachers significantly improve in their levels of confidence. The teaching abilities of trainee teachers improved in planning, teaching and managing a class and subject knowledge. Trainee teachers valued the opportunity to teach collaboratively for a number of reasons: the main reason was the emotional support of having a peer in the classroom whilst delivering the lesson. The main conclusions drawn from this study are that employing collaborative teaching has a positive effect on the development of confidence and aspects of teaching. A small number of trainee teachers appreciated the benefits of collaborative teaching, but felt they would have made the same progress had they worked independently as this was an area where they already felt confident. This dissertation recommends the use of collaborative teaching as it has positive effects on trainee teachers' development. However, the greatest benefits may be gained where trainee teachers employ the strategy in the activity areas where they lack confidence and experience.
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