Primary school teachers crossing boundaries: The experiences of transitioning between different class levels in primary schools from a teachers' perspective.
Carlyon, T. (2011). Primary school teachers crossing boundaries: The experiences of transitioning between different class levels in primary schools from a teachers’ perspective. (Thesis, Master of Educational Leadership (MEdLeadership)). University of Waikato, Hamilton, New Zealand. Retrieved from http://hdl.handle.net/10289/6475
Permanent Research Commons link: http://hdl.handle.net/10289/6475
Teachers cross a number of boundaries during their teaching careers. In this study crossing boundaries refers specifically to teachers transitioning between different class levels in primary schools. The study focuses on the benefits and challenges teachers face from this boundary crossing and how the practice of transitioning between different class levels is implemented in primary schools. A key principle that underpins this study is the importance of teachers becoming critical reflective practitioners to improve their teaching. A case study approach grounded in an interpretive methodology has been used for this study. Data were collected through semi-structured interviews with teachers who have transitioned between different class levels. Three broad themes emerged as being central to teachers transitioning: benefits of transitioning between different class levels; the impact of school culture and leadership on teachers transitioning; and the role of mentors in teachers’ transitions. The major findings from the study indicate that transitioning between different class levels in primary schools is a critical component of teachers’ ongoing personal and professional growth, learning and development. Transitioning between different class levels highlights a kind of horizontal development which requires a shift away from the singular vertical notion that tends to dominate in teachers’ development. The study indicates that in order for teachers to become extended professionals who have a broad understanding of the learning needs of all students, schools should support and actively encourage teachers to transition between different class levels.
University of Waikato
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