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dc.contributor.authorO'Donnell, Frances
dc.date.accessioned2018-04-26T22:31:17Z
dc.date.available2018-04-26T22:31:17Z
dc.date.issued2018-01-28
dc.identifier.urihttps://hdl.handle.net/10652/4209
dc.description.abstractIt is widely argued that educational change is needed to meet the needs of all learners in the 21st century. This project explores one school's implementation of collaborative teaching in a newly built Innovative Learning Environment (ILE) from the perspective of teachers. The study also investigated how a resource developed using a model of collaboration can support the implementation of such a change initiative. The study draws on the tradition of practitioner research. The data gathering methods used to collect qualitative data were interviews and a focus group. The focus group discussion investigated the aspects of implementation that supported or hindered teachers' adjustment to collaborative teaching and the new ILE, and their views on what could be improved to further support teachers to adapt to the new way of working at this school. Four semi-structured interviews were also conducted with teachers who partook in the development of the collaborative teaching resource to ascertain if this process of collaborative resource development can be beneficial. The key findings of the study highlighted the benefits and challenges of implementing change and of collaboration in this school. The findings were established through teachers' views and opinions on: a) the implementation process, including the collaboratively developed resource and b) teachers' experience of collaboration, either through their teaching or their involvement in the construction of the developed resource. The recommendations of the study are that the challenges teachers are experiencing in this change initiative could be alleviated through: school timetabling to allow teachers adequate time to collaboratively plan and form common goals; the aligning of new and old initiatives; the development of a collaborative problem solving approach between senior leaders and staff, and; a focus on practical strategy based professional development, including the use of Information Communication Technology (ICT) to aid collaboration.en_NZ
dc.language.isoenen_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectNew Zealanden_NZ
dc.subjectmiddle schoolsen_NZ
dc.subjectsecondary schoolsen_NZ
dc.subjectInnovative Learning Environments (ILE)en_NZ
dc.subjectcollaborative teachingen_NZ
dc.subjectorganisational changeen_NZ
dc.subjectchange managementen_NZ
dc.subjectinformation and communications technology (ICT)en_NZ
dc.titleTeachers in change : an evaluation of the implementation of collaborative teaching in a New Zealand year 7-13 schoolen_NZ
dc.typeMasters Thesisen_NZ
dc.rights.holderAuthoren_NZ
thesis.degree.nameMaster of Applied Practiceen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.disciplineEducation
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130304 Educational Administration, Management and Leadershipen_NZ
dc.subject.marsden130106 Secondary Educationen_NZ
dc.identifier.bibliographicCitationO'Donnell, F. (2018). Teachers in change : an evaluation of the implementation of collaborative teaching in a New Zealand year 7-13 school. An unpublished thesis submitted in partial fulfilment of the requirements for the degree of Master of Applied Practice, Unitec Institute of Technology, New Zealand.en_NZ
unitec.pages134en_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.advisor.principalMaurice-Takerei, Lisa
unitec.advisor.associatedMane, Jo
unitec.institution.studyareaEducation


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