Faculty of Education - Theses

Permanent URI for this collection

Search Results

Now showing 1 - 1 of 1
  • Item
    Thumbnail Image
    Opening the door of the 6th form chemistry laboratory: a study of professional collaboration between a science teacher and an English as a second language (ESL) teacher in senior chemistry
    Acevedo, Margaret Claire ( 1997)
    True professional teacher collaboration has been limited by the institutional roles which are constructed for us and through which we view ourselves. This thesis is a narrative case study of teacher collaboration for the purpose of addressing the language learning needs of English as a Second Language students in Year 12 Chemistry classes. It explores the issues involved in the professional working relationship through the voices of a Science teacher and an ESL teacher over a two year period. This was done through transcripts of classroom teaching, analysis of teaching and learning materials produced, interviews and reflective journal writing. The study looked at the groundwork which took place to establish a school climate conducive to the collaboration in terms of the Habermasian interests; technical, practical and emancipatory. The emancipatory nature of the collaboration is explained in terms of the repositioning of the teachers with regard to each other, the students, the scientific and linguistic subject matter. By exercising power in their respective fields the collaborating teachers achieved a professional parity which allowed them to reflect on their practice and move beyond the static and ritualised institutional roles of a Chemistry and an ESL teacher. Through the interaction they established language as legitimate content in the science classroom and together explored new practices afforded by the adoption of a social constructivist epistemology. This research points to the emergence of a new more empowering professional development role for ESL teachers in the future. At the heart of this collaboration is a commitment to conversations about issues of fundamental importance in classroom practice which reconcile boundaries of differing departmental cultures and discourses.