Building professional capital through team teaching

ResearchSpace/Manakin Repository

Show simple item record

dc.contributor.advisor Ell, F en
dc.contributor.advisor Hill, M en
dc.contributor.author Colby, Gail en
dc.date.accessioned 2018-07-25T22:41:50Z en
dc.date.issued 2018 en
dc.identifier.uri http://hdl.handle.net/2292/37545 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.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. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265068914102091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Building professional capital through team teaching en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 750128 en
pubs.record-created-at-source-date 2018-07-26 en


Full text options

This item appears in the following Collection(s)

Show simple item record

Share

Search ResearchSpace


Advanced Search

Browse