Leading Change to Co-Teaching in Primary Schools: A "Down Under" Experience

Autor/inn/en	Mackey, J.; O'Reilly, N.; Jansen, C.; Fletcher, J.
Titel	Leading Change to Co-Teaching in Primary Schools: A "Down Under" Experience
Quelle	In: Educational Review, 70 (2018) 4, S.465-485 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mackey, J.) ORCID (Fletcher, J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2017.1345859
Schlagwörter	Team Teaching; Elementary School Teachers; Educational Needs; Teacher Attitudes; Principals; Administrator Attitudes; Outcomes of Education; Educational Improvement; Teacher Collaboration; Educational Change; Teaching Methods; Educational Facilities Design; Case Studies; Foreign Countries; Surveys; Faculty Development; Mixed Methods Research; Semi Structured Interviews; Leadership Effectiveness; New Zealand; Australia + Suchen Sie Ihr Suchwort? Teamteaching; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Educational need; Bildungsbedarf; Lehrerverhalten; Principal; Schulleiter; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Lehrerkooperation; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ausland; Survey; Umfrage; Befragung; Führungseffizienz; Neuseeland; Australien
Abstract	Traditional conceptions of teaching are being challenged as many schools, especially in New Zealand and Australia, are designing and implementing multi-class flexible learning environments. These de-privatised, innovative learning spaces provide opportunities for teachers to work differently in collaborative co-teaching teams to collectively address diverse learners' needs. This mixed method study investigates the perspectives of teachers' and principals' experiences of transitioning to a co-teaching environment and highlights some of the emerging opportunities and challenges that leaders face in supporting teachers to work effectively in these collaborative contexts. While leading the transition requires vision and provision of organisational resources, the findings endorsed the need for professional learning and development to equip teachers to work together effectively with a strong focus on improving student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01