Jhagroo, JyotiMahalingam, Sujatha2021-05-172021-05-1720212021https://hdl.handle.net/10292/14189The 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.enOverseas-trained teachersAuckland High SchoolsScienceTransitional experiencesDissertationOpenAccess2021-05-17