Building professional capital through team teaching

Abstract

This thesis presents findings from a qualitative research study that focused on the implementation of team teaching in one Auckland school, and sought to determine how this collaborative practice had impacted on teaching and learning. Through the use of teacher interviews, teachers’ written reflections, and student focus groups, the perspectives of both teachers and students, on team teaching, have been gathered and thematically analysed. The findings indicate that a common vision played a significant role in underpinning a successful transition to collaborative-teaching practice, and team-teaching approaches were seen to develop the reflexive, responsive dispositions required in teachers to grow their professional capital – thereby enhancing learning outcomes for their students and potentially leading to transformational change. However, certain key elements were identified as being critical in effecting such change: developing a school-wide culture of collaborative trust; meaningful, ongoing professional development; affording teachers a degree of autonomy in implementing collaborative practice; and factoring time into teachers’ busy schedules for reflection and adaptation. The study also highlights challenges teachers face when implementing collaborative-teaching approaches, where taking responsibility for an increased number of students and failing to reach a consensus on a shared vision and teaching expectations, can create tension in team-teaching relationships, with consequences for student learning. Valuable insights on the impact of team teaching on student learning and implications for student teachers working in collaborative-teaching settings are also provided. Conclusions from this study have implications for research on the practice of team teaching in New Zealand schools, where there has been a recent shift to teaching in deprivatised contexts.