Exploring teacher professional collaboration within the Framework for Junior Cycle in Ireland

Teacher collaboration is a core contributor to professional learning and support for teachers when facing curriculum change. However, studies have found limited forms of collaboration amongst post primary teachers in Ireland. Set within the context of the Framework for Junior Cycle, this paper draws on interview data from educational stakeholders (n = 15), principals (n = 65), teachers (n = 136) and teacher survey data (n = 1451), to explore the impact of the Framework on teachers’ professional collaboration, and what supported and hindered this collaboration. Thematic and statistical analysis identified that participants believed the frequency of teacher collaboration had increased since the introduction of the Framework, resulting in more positive relationships, development of a greater level of shared professional language, as well as enhancing teachers’ capacity to make effective judgements on students’ work. Structured time to engage in collaboration, through Subject Learning and Assessment Review (SLAR) meetings and Professional Time, as well as professional development, were considered key supports to enable collaboration. Teacher union directives regarding the timetabling of SLAR meetings, as well as the nature of accountability regarding Professional Time, were considered barriers. The paper considers how enhanced collaboration may impact future curriculum changes, while questioning how these collaborative relationships can be supported to further enhance critical collaboration and teacher professional learning.