Teaching together, working together, and being together: Teacher collaboration in Innovative Learning Environments

Abstract

For New Zealand primary school teachers, the spatial transition from traditional to Innovative Learning Environments (ILEs) also contains an underlying assumption that increased pedagogical and professional collaboration will be commensurate. However, for many teachers, collaboration has previously constituted a ‘visited activity’, conducted away from the interface with students and the act of teaching, providing little experience upon which to draw. Working through theoretical perspectives on both teacher collaboration and educational space, and within the case study context of early-adopter primary schools, this thesis contributes to educational research by investigating and analysing the ..