Immigrant Teachers’ Experiences Teaching Science in Secondary Schools in Auckland, New Zealand
| aut.embargo | No | en_NZ |
| aut.thirdpc.contains | No | en_NZ |
| dc.contributor.advisor | Jhagroo, Jyoti | |
| dc.contributor.author | Mahalingam, Sujatha | |
| dc.date.accessioned | 2021-05-17T21:51:29Z | |
| dc.date.available | 2021-05-17T21:51:29Z | |
| dc.date.copyright | 2021 | |
| dc.date.issued | 2021 | |
| dc.date.updated | 2021-05-17T07:35:35Z | |
| dc.description.abstract | The 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.identifier.uri | https://hdl.handle.net/10292/14189 | |
| dc.language.iso | en | en_NZ |
| dc.publisher | Auckland University of Technology | |
| dc.rights.accessrights | OpenAccess | |
| dc.subject | Overseas-trained teachers | en_NZ |
| dc.subject | Auckland High Schools | en_NZ |
| dc.subject | Science | en_NZ |
| dc.subject | Transitional experiences | en_NZ |
| dc.title | Immigrant Teachers’ Experiences Teaching Science in Secondary Schools in Auckland, New Zealand | en_NZ |
| dc.type | Dissertation | en_NZ |
| thesis.degree.grantor | Auckland University of Technology | |
| thesis.degree.level | Masters Dissertations | |
| thesis.degree.name | Master of Education | en_NZ |