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Abstract

De-privatisation of classrooms is characterised by formal and informal invitations to colleagues toaccess classroom management, pedagogical approaches and teaching practices. This case study of sixsecondary schools examined the perceptions and practices of de-privatised practice amongst Fijianurban, rural and remote area teachers. Quantitative and qualitative data was generated from a total of197 online questionnaires and 48 face-to-face semi-structured interviews. Key findings of the researchwere, firstly, that school geographical locations had no impact on teachers’ perceptions and practicesof classroom de-privatisation. Secondly, de-privatised practices are impacted on by individual, group,school and governmental factors. Thirdly, in Fiji the consistent drive to de-privatise classrooms islacking, as the policies do not support such reforms. Nonetheless, teacher perceptions validated thebelief that classroom de-privatisation enhances teacher professional growth that promotes improvedstudent learning. These findings have implications for the design of teachers’ professional learningcommunities (PLCs) in Fiji and beyond.

Item Type:	Article
Authors/Creators:	Mohan, PP and Swabey, K and Kertesz, J
Keywords:	de-privatised practice, professional learning community, comparative study, teachers’ professional growth, secondary schools, Fiji
Journal or Publication Title:	Waikato Journal of Education
Publisher:	Wilf Malcolm Institute of Educational Research, Division of Education, University of Waikato
ISSN:	2382-0373
Related URLs:	UTAS Profile: Swabey, K Google Scholar: Kertesz, J UTAS Profile: Kertesz, J
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