Teachers changing class levels is common practice in many New Zealand primary schools; however, it is not always seen as a platform for shaping pedagogies. In order to manage the change to a new class level teachers are compelled to reflect on many of their established practices. Engaging in this reflection can help teachers to see their practice “in a new light” (Brookfield, 1995, p. 30) and provide them with a platform to shape their pedagogy.This article reports on the findings of a study that focused on the experiences of four teachers who each changed class levels. It illustrates how these teachers engaged in critical reflection on their practice and pedagogy as they negotiated the change to a new class level. The benefits from teachers engaging in this reflection when they change class levels are outlined, and the importance of being supported through this change is highlighted.
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