Show simple item record

dc.contributor.advisorJhagroo, Jyoti
dc.contributor.authorMahalingam, Sujatha
dc.date.accessioned2021-05-17T21:51:29Z
dc.date.available2021-05-17T21:51:29Z
dc.date.copyright2021
dc.identifier.urihttp://hdl.handle.net/10292/14189
dc.description.abstractThe study focused on the science learning area of the New Zealand Curriculum (NZC) and how overseas-trained teachers, who were recent immigrants to New Zealand, adapted to teaching science in the Auckland classroom. It would help to gain a better understanding of the transitional experiences of these teachers. The research was a qualitative study based on phenomenology. A series of semi-structured and open-ended interviews were conducted with two Auckland-based high school science teachers who were recent immigrants to New Zealand. The data from the interviews was analysed and presented using an interpretivist approach.en_NZ
dc.language.isoenen_NZ
dc.publisherAuckland University of Technology
dc.subjectOverseas-trained teachersen_NZ
dc.subjectAuckland High Schoolsen_NZ
dc.subjectScienceen_NZ
dc.subjectTransitional experiencesen_NZ
dc.titleImmigrant Teachers’ Experiences Teaching Science in Secondary Schools in Auckland, New Zealanden_NZ
dc.typeDissertationen_NZ
thesis.degree.grantorAuckland University of Technology
thesis.degree.levelMasters Dissertations
thesis.degree.nameMaster of Educationen_NZ
dc.rights.accessrightsOpenAccess
dc.date.updated2021-05-17T07:35:35Z


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record