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<p>Increasingly, New Zealand primary and intermediate schools are adopting the concept of flexible learning spaces and promoting team teaching approaches. Such open spaces and pedagogy can be challenging for even experienced teachers to adapt to. Is it realistic, therefore, to expect novices to work successfully in these challenging spaces from the onset of their teaching careers? Initial Teacher Education (ITE) programmes in New Zealand equip graduates with the knowledge and skills to plan, teach and evaluate learning for a diverse class of children with individual learning, social and cultural needs. However, while researching their own practice working within new spaces and pedagogy, some experienced Bay of Plenty intermediate and primary teachers articulated additional necessities for beginning teachers starting out in such complex teaching environments. Analysis of their ideas suggests such spaces require teachers to have particular capabilities if they are to work collaboratively in open learning spaces. This paper argues that ITE programmes and leaders need to be proactive and include appropriate theoretical and pragmatic coursework, to assist student teachers to cultivate the capabilities required of collaborative team members, by the time they graduate.</p>
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Increasingly, New Zealand primary and intermediate schools are adopting the concept of flexible learning spaces and promoting team teaching approaches. Such open spaces and pedagogy can be challenging for even experienced teachers to adapt to. Is it realistic, therefore, to expect novices to work successfully in these challenging spaces from the onset of their teaching careers? Initial Teacher Education (ITE) programmes in New Zealand equip graduates with the knowledge and skills to plan, teach and evaluate learning for a diverse class of children with individual learning, social and cultural needs. However, while researching their own practice working within new spaces and pedagogy, some experienced Bay of Plenty intermediate and primary teachers articulated additional necessities for beginning teachers starting out in such complex teaching environments. Analysis of their ideas suggests such spaces require teachers to have particular capabilities if they are to work collaboratively in open learning spaces. This paper argues that ITE programmes and leaders need to be proactive and include appropriate theoretical and pragmatic coursework, to assist student teachers to cultivate the capabilities required of collaborative team members, by the time they graduate.

Collaborative teaching in flexible learning spaces: Capabilities of beginning teachers

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Increasingly, New Zealand primary and intermediate schools are adopting the concept of flexible learning spaces and promoting team teaching approaches. Such...

Collaborative teaching in flexible learning spaces: Capabilities of beginning teachers

Data publikacji: 09 cze 2019

Zakres stron: 84 - 96

DOI: https://doi.org/10.21307/jelpp-2017-008

Słowa kluczowe
Flexible learning spaces, collaborative teaching, collaborative capabilities, novice teachers, student teachers

© 2017 Barbara Whyte published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Collaborative teaching in flexible learning spaces: Capabilities of beginning teachers

Data publikacji: 09 cze 2019

Zakres stron: 84 - 96

DOI: https://doi.org/10.21307/jelpp-2017-008

Słowa kluczoweFlexible learning spaces, collaborative teaching, collaborative capabilities, novice teachers, student teachers

© 2017 Barbara Whyte published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
Flexible learning spaces, collaborative teaching, collaborative capabilities, novice teachers, student teachers