Publication
Collaborative teaching in higher education : A case study examining the decision-making process of English for specific purposes and content teachers involved in collaborative teaching
| datacite.subject.fos | Humanidades::Línguas e Literaturas | |
| datacite.subject.sdg | 04:Educação de Qualidade | |
| dc.contributor.advisor | Ellison, Maria | |
| dc.contributor.advisor | Martins, Maria Fernanda | |
| dc.contributor.author | Lavado, Isabele Maria Nunes | |
| dc.date.accessioned | 2025-11-26T11:08:31Z | |
| dc.date.available | 2025-11-26T11:08:31Z | |
| dc.date.issued | 2025 | |
| dc.description | Tese apresentada à Faculdade de Letras da Universidade do Porto para cumprimento dos requisitos necessários à obtenção do Grau de Doutor em Ciências das Línguas. | |
| dc.description.abstract | This PhD thesis explores the receptiveness of professors, participating students, and faculty directors towards interdisciplinary collaboration with an English for Specific Purposes (ESP) teacher at the Castelo Branco Polytechnic University, focusing on the implementation and outcomes of collaborative teaching involving ESP and content teachers from various disciplines. Conducted in three stages and using a mixed-method approach, the research first assesses collaboration receptiveness through questionnaires. Stage Two focuses on implementation involving content selection, lesson planning, and assessments and finally captures feedback, reflections, and reactions from teachers and students. The study reveals the positive impact of interdisciplinary collaboration on content and language learning, with academic staff and school directors showing a strong commitment to integrating language instruction with disciplinary content. Drawing from Social Cognitive Theory (SCT) and Expectancy-Value Theory (EVT), the findings demonstrated that self-efficacy and task value influenced participants' motivation and engagement with teachers, showing greater receptiveness when they had higher selfefficacy and positive outcome expectations. At the same time, students were more engaged when they recognised the value of interdisciplinary learning for their academic and professional goals. Although collaboration was generally welcomed, some teachers and students needed additional linguistic support and incentives to increase their confidence in engaging with such initiatives. Reflections on the collaboration highlight its success and the need for continuous improvement, stressing the importance of a supportive institutional culture, stakeholder collaboration, and interdisciplinary approaches for enhancing educational outcomes. | eng |
| dc.identifier.tid | 101691092 | |
| dc.identifier.uri | http://hdl.handle.net/10400.11/10373 | |
| dc.language.iso | eng | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Interdisciplinary collaboration | |
| dc.subject | English for specific purposes | |
| dc.subject | Integrated content and language | |
| dc.subject | Social Cognitive Theory | |
| dc.subject | Expectancy-Value Theory | |
| dc.title | Collaborative teaching in higher education : A case study examining the decision-making process of English for specific purposes and content teachers involved in collaborative teaching | eng |
| dc.type | doctoral thesis | |
| dspace.entity.type | Publication | |
| thesis.degree.name | Doutoramento em Ciências das Línguas |