Finished beginnings: Finding space for time in collaborative teacher practice

Abstract

The design of Modern Learning Environments (MLEs) in New Zealand primary schools follows a global shift in thinking about the relationships between pedagogy and space. MLEs that deliberately group larger cohorts of teachers and students signal a spatial intentionality for teacher collaboration. This study focuses on the nature of that collaboration and the impact on the professional work of teachers, both at the interface with students and behind the scenes. The study is being completed in three phases. The first phase consists of interviews with selected educational leaders across New Zealand to identify key themes as well as potential research sites. This builds on the notion of Reputation..