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A case study in Fiji examined school staff perceptions and practices using online questionnaires and face-to-face interviews from two urban secondary schools. The analysis covered 71 questionnaires and 16 interviews with quantitative and qualitative methods.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/possibilities-and-challenges-of-de-privatisation-of-classrooms-in-a-developing-nation-article-1/593870/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/possibilities-and-challenges-of-de-privatisation-of-classrooms-in-a-developing-nation-article-1/593870.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does classroom de-privatisation mean in the study?","Question",{"text":112,"@type":113},"It refers to opening classrooms so teachers can observe colleagues, be observed, and participate in team teaching, enabling shared instructional support.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted in Fiji?",{"text":117,"@type":113},"The study used a case study approach with online questionnaires and face-to-face interviews in two urban secondary schools, analyzing 71 questionnaires and 16 interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What major challenges did teachers report regarding de-privatisation?",{"text":121,"@type":113},"Teachers’ major challenges were linked to workload and school culture, affecting how de-privatisation could be implemented.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593870,1792160935,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44  Issue 11 | Article 1 |\n| --- | --- |\n| 2020\u003Cbr>Possibilities and Challenges of De-privatisation a Developing Nation\u003Cbr>Parmeshwar Prasad Mohan\u003Cbr>University of Tasmania, Australia, [parmeshwar.mohan@utas.edu.au](parmeshwar.mohan@utas.edu.au)\u003Cbr>Karen Swabey\u003Cbr>University of Tasmania\u003Cbr>John Kertesz\u003Cbr>University of Tasmania\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Adult and Continuing Education Commons | of Classrooms in |\n\nRecommended Citation  \nMohan, P. P., Swabey, K., & Kertesz, J. (2019) . Possibilities and Challenges of De-privatisation of Classrooms in a Developing Nation. Australian Journal of Teacher Education, 44(11) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss11/1](https://ro.ecu.edu.au/ajte/vol44/iss11/1)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss11/1](https://ro.ecu.edu.au/ajte/vol44/iss11/1)  \nPossibilities And Challenges Of De-Privatisation Of Classrooms In A  \nDeveloping Nation  \nParmeshwar Mohan  \nKaren Swabey  \nJohn Kertesz  \nUniversity of Tasmania  \nAbstract: De-privatisation of classrooms signifies the opening of  \nclassrooms so teachers can ‘observe’, ‘be observed’ or ‘engage in  \nteam teaching’. This study examined the perceptions and practices of  \nschool staff to determine the possibilities and challenges of de  \nprivatisation of classrooms in Fiji. Employing case study  \nmethodology, data were gathered from two urban secondary schools using on-line questionnaires and face-to-face interviews. A total of 71  \nquestionnaires and 16 interviews were analysed using quantitative  \nand qualitative methods respectively. There were several findings  \nwhich emerged from the study. Firstly, that there is a strong  \ncorrelation between ‘observe’ and ‘be observed’ by colleagues.  \nSecondly, that teachers’ major challenges in regard to de  \nprivatisation of classrooms are the workload and school culture.  \nThirdly, in developing countries, colleagues and the heads of  \ndepartment are seen as the most suitable people in the school context  \nto cultivate the effects of de-privatisation particularly inside the  \nclassroom where support is needed to help teachers improve the  \ninstructional practices. Overall, teachers, heads of department and  \nthe school administrators need to work together to establish a culture  \nof professional learning communities (PLCs) to enhance teachers’  \ninstructional practices.  \nKey words: professional learning community; de-privatisation; instructional practice; team teaching; observation; developing nation.  \nIntroduction  \nFiji has an archipelago of more than 330 islands and is a geographically scattered, developing country facing its own unique challenges regarding teachers’ professional learning activities. According to the Fiji Bureau of Statistics (2018), has a population of  \n884,887 from which 494,252 (55.9%) reside in urban areas and 390,635 (44.1%) in rural and remote areas. Rural and remote teachers have to travel long distances to attend Ministry of Education organised professional learning programmes and therefore lose a lot of teaching time (Tuimavana, 2010) . This is accentuated by some teachers having to spend almost a week waiting for return transport. Meanwhile, research in Fiji has affirmed that the majority of organised professional learning programmes run by the school heads are not meeting teacher needs because they are conducted using a top-down approach (Mohan, 2016; Sharma, 2012) .  \nInternationally, Archibald, Coggshall, Croft, and Goe (2011) argued that a major barrier to teachers’ professional growth is a sense of isolation from professional learning programming that is commonly undertaken by departmental or school heads. Professional learning initiatives often apply a ‘one size fits all’ approach that have short-term objectivesand are disconnected from the realities of teach","cbCainSYFH2rNMOX","https://ap.wps.com/l/cbCainSYFH2rNMOX","pdf",447990,18,"English","# Abstract\n# Introduction\n## Context and challenges in Fiji\n## Barriers to teachers’ professional growth\n## Professional learning community (PLC) model","[{\"question\":\"What does classroom de-privatisation mean in the study?\",\"answer\":\"It refers to opening classrooms so teachers can observe colleagues, be observed, and participate in team teaching, enabling shared instructional support.\"},{\"question\":\"How was the research conducted in Fiji?\",\"answer\":\"The study used a case study approach with online questionnaires and face-to-face interviews in two urban secondary schools, analyzing 71 questionnaires and 16 interviews.\"},{\"question\":\"What major challenges did teachers report regarding de-privatisation?\",\"answer\":\"Teachers’ major challenges were linked to workload and school culture, affecting how de-privatisation could be implemented.\"}]","Possibilities and Challenges of De-privatisation of Classrooms in a Developing Nation - Article 1 | PDF",1792078078,45]