Search results for: Alcorn Noeline
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New Zealand teacher education has been major changes since 1974: to policy, the locus of programmes, quality control measures, entry standards and governance. Teacher education has been part of revolutionary systemic change to the school and tertiary sectors reflecting underlying assumptions about national direction. In 1974, it was believed that successful teaching experience in schools would fully equip new staff to be teacher educators. In 2014, with the bulk of teacher education carried out in universities, teacher educators are now expected to complete doctorates and take part in the Performance-Based Research Fund (PBRF) quality evaluations. New Zealand teacher educators have found a home in the university sector, albeit one that values theoretical research more highly than investigation and improvement of practice and rates international, rather than local, publication as key.
Updated: Jan. 17, 2016
This article uses Campbell and Fulford's framework to examine links between research and practice in a collaborative cross-cultural partnership. The article describes a partnership between the School of Education at the Solomon Islands College of Higher Education and the University of Waikato. This paper attempts to develop a greater understanding of how knowledge mobilisation can take place when partners are from different cultures, when much communication has to take place through unreliable information and communication technologies, and when partners meet at intervals only.
Updated: Jun. 06, 2012