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Description / Abstract
The purpose of this hermeneutic phenomenological study was to understand the collaborative needs amongst novice and experienced educators. Specifically, the researcher studied the personal and professional needs of novice and experienced educators to understand how these two groups can best collaborate. Semistructured interviews with 10 participants, consisting of five novice educators and five experienced educators, were the source of qualitative data for this study. The theoretical framework of Malcolm Knowles’s adult learning theory-guided and supported this research. Results from the study indicated that collaboration impacts both novice and experienced teachers in a variety of ways, yet both groups agree that working together collaboratively is vital in the educational process. The findings of this study have implications that may help school districts and administrators assist novice and experienced teachers in their quest for collaboration.
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Download as a PDF: A Collaborative Question
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This material is used by permission of the rightsholder in accordance with the terms of the relevant content release. As a user, you have permission to use this content and download a copy for non-commercial use only. Downloading multiple quantities of this resource is expressly forbidden.
KeywordsCollaboration, Novice teachers, Experienced teachers, Support
Degree AwardedDoctor of Philosophy in Educational Leadership
Awarding InstitutionNorthwest Nazarene University
Committee MembersMarie McGrath, Genevieve Stevens
Supervisor or ChairRussell Joki
Peer Reviewed?No
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NNU Graduate Education Dissertations
155 Resources
- Education
- English
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