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Possibilities and challenges of de-privatisation of classrooms in a developing nation

Citation

Mohan, PP and Swabey, K and Kertesz, J, Possibilities and challenges of de-privatisation of classrooms in a developing nation, The Australian Journal of Teacher Education, 44, (11) ISSN 1835-517X (2020) [Refereed Article]


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Copyright 2019 The Authors

DOI: doi:10.14221/ajte.2019v44.n11.1

Abstract

De-privatisation of classrooms signifies the opening of classrooms so teachers can ‘observe’, ‘be observed’ or ‘engage in team teaching’. This study examined the perceptions and practices of school staff to determine the possibilities and challenges of deprivatisation of classrooms in Fiji. Employing case study methodology, data were gathered from two urban secondary schools using on-line questionnaires and face-to-face interviews. A total of 71 questionnaires and 16 interviews were analysed using quantitative and qualitative methods respectively. There were several findings which emerged from the study. Firstly, that there is a strong correlation between ‘observe’ and ‘be observed’ by colleagues. Secondly, that teachers’ major challenges in regard to deprivatisation of classrooms are the workload and school culture. Thirdly, in developing countries, colleagues and the heads of department are seen as the most suitable people in the school context to cultivate the effects of de-privatisation particularly inside the classroom where support is needed to help teachers improve the instructional practices. Overall, teachers, heads of department and the school administrators need to work together to establish a culture of professional learning communities (PLCs) to enhance teachers’ instructional practices.

Item Details

Item Type:Refereed Article
Keywords:professional learning communities, de-privatisation of classrooms, instructional practice, team teaching, observation, developing nation
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Mohan, PP (Mr Parmeshwar Mohan)
UTAS Author:Swabey, K (Professor Karen Swabey)
UTAS Author:Kertesz, J (Dr John Kertesz)
ID Code:137517
Year Published:2020 (online first 2019)
Deposited By:Office of the Faculty of Education
Deposited On:2020-02-18
Last Modified:2020-05-25
Downloads:5 View Download Statistics

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