This research aims to develop a deeper understanding of what factors contribute to effective interprofessional collaboration in education from the perspectives of primary school teachers in Aotearoa New Zealand. A qualitative constructivist methodology was used involving semi-structured telephone interviews with seven teachers working in primary…

In theory, collaboration is a key component of education in Aotearoa New Zealand. In practice, however, cross sector collaborative relationships are not so easily established or maintained, even when collaboration is 'mandated' through government policy. This research explores the perspectives of nine teachers from one Kahui Ako/Community of…

Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educational professionals. In understanding contemporary education as a 'wicked' problem, this paper explores…

It was fundamental to Martin Thrupp's politics that he would work with teacher unions and assist them in their struggles against government policies that were anti-teacher and educationally unsound. I made contact with Martin even before he had arrived back in New Zealand to ask him to do a piece of work for PPTA and NZEI on standards for…

Objective: Through the crisis of COVID-19 university teachers have been pushed into the realm of emergency remote teaching (ERT), familiar ways of living, working and being, brought unprecedented additional uncertainty and vulnerability to an already highly complex context. The purpose of this narrative review was to look at how these…

Increasingly, teachers are expected to collaborate because of recognised learning gains for diverse students and a variety of professional benefits. Policy directives globally and in New Zealand support collaborative teaching in flexible learning environments. The focus of this article is on the what, why, and how of collaborative teaching. We…

The complex and fluid nature of knowledge is a key dimension of the early childhood curriculum and of early childhood teaching and learning. Such complexity adds to the already complex and dynamic work of an early childhood teacher. With a dynamic view of knowledge in mind, this article reports on research with a team of early childhood teachers…

In 2017, a change to the national curriculum of New Zealand required primary teachers to implement a new component into the Technology area of The New Zealand Curriculum. This was to be fully implemented by the start of the 2020 school year. However, unless this was a personal area of ability, no primary teacher in New Zealand has been trained or…

The rise of innovative learning environments, with multiple teachers and larger cohorts of students, can de-privatise practice as teachers have the opportunity to observe each other teaching. However, they also provide the opportunity for collaboratively planning and teaching, and engaging in reflective dialogue about specific pedagogical…

Distance or online learning is more than simply uploading and delivering learning resources to learners but in fact, it is a process that provides learners with autonomy, responsibility, flexibility and choice. This can be a challenge for many academic teachers. In 2020, as universities globally shifted to online learning, in response to the…

A review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done "to" teacher educators as opposed to something to which they…

This paper reports on a professional learning (PL) project conducted over one year at a senior secondary school in New Zealand. Subject teachers volunteered to work with one another and a facilitator to identify the linguistic demands of their subjects, adapt teaching materials, and try out teaching approaches congruent with research evidence…

Peer learning offers powerful spaces for teachers to reconsider beliefs and change practice. Although productive teacher collaborations have been identified, there are few descriptive accounts explaining the detail of these collaborations and specifying conditions that enabled teachers to learn from each other. This article explores the ways in…

This article reports on the professional benefits of using Critical Friends Group discussion protocols within a Collaborative Action Research project facilitated by two teacher-educators with four junior secondary school teachers in New Zealand. The teachers were encouraged to conduct Action Research projects on topics of their own choice.…

This report presents the findings from a research project on curriculum integration in New Zealand schools, carried out by NZCER in 2018-19. The purpose of the research was to explore teachers' rationales for curriculum integration; the approaches and practices used to integrate curriculum; and the learning opportunities such approaches provide…