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Abstract

De-privatisation of classrooms signifies the opening ofclassrooms so teachers can ‘observe’, ‘be observed’ or ‘engage inteam teaching’. This study examined the perceptions and practices ofschool staff to determine the possibilities and challenges of deprivatisation of classrooms in Fiji. Employing case studymethodology, data were gathered from two urban secondary schoolsusing on-line questionnaires and face-to-face interviews. A total of 71questionnaires and 16 interviews were analysed using quantitativeand qualitative methods respectively. There were several findingswhich emerged from the study. Firstly, that there is a strongcorrelation between ‘observe’ and ‘be observed’ by colleagues.Secondly, that teachers’ major challenges in regard to deprivatisation of classrooms are the workload and school culture.Thirdly, in developing countries, colleagues and the heads ofdepartment are seen as the most suitable people in the school contextto cultivate the effects of de-privatisation particularly inside theclassroom where support is needed to help teachers improve theinstructional practices. Overall, teachers, heads of department andthe school administrators need to work together to establish a cultureof professional learning communities (PLCs) to enhance teachers’instructional practices.

Item Type:	Article
Authors/Creators:	Mohan, P and Swabey, K and Kertesz, J
Keywords:	professional learning community, de-privatisation, instructional practice, team teaching, observation, developing nation
Journal or Publication Title:	Australian Journal of Teacher Education
Publisher:	Edith Cowan University
ISSN:	1835-517X
DOI / ID Number:	https://doi.org/10.14221/ajte.2019v44.n11.1
Copyright Information:	Copyright the authors
Related URLs:	UTAS Profile: Swabey, K Google Scholar: Kertesz, J UTAS Profile: Kertesz, J
Item Statistics:	View statistics for this item

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