Search results for: New Zealand
Page 5/7 64 items
In recent years, there has been an increasing trend for experienced primary teachers to undertake a degree qualification in New Zealand. This study was interested to examine the question ‘In what ways does the completion of a Bachelor of Education (Teaching) degree contribute to practicing primary teachers’ professional learning?’ Quantitative and Qualitative data were collected through questionnaire, and semi-structured interviews. 202 primary teachers responded to the questionnaire and eight teacher were interviewed. The teachers’ questionnaire and interview responses provided convincing evidence that they perceived that degree study had made a significant contribution to their professional learning.
Updated: May. 14, 2012
Career Pathways: Does Remaining Close to the Classroom Matter for Early Career Teachers? A Study of Practice in New Zealand and the USA
This paper presents a case study of an early career teacher in order to illustrate and provide a platform from which to consider two teacher leadership roles – the consulting teacher in Maryland, USA and the specialist classroom teacher in New Zealand. The case study presented in this article show how teachers can be mobilized to accept the leadership of their colleagues when their talk is about learning.
Updated: Jan. 12, 2012
Developing Cohesion and Building Positive Relationships through Storytelling in a Culturally Diverse New Zealand Classroom
This study was designed to investigate what participants learnt about themselves, others and cultural perspectives when they told and listened to one another’s personal stories. The participants were secondary school students in the lower North Island of New Zealand. The author concludes that it appears that this approach to sharing personal stories offered sensitivity to students’ backgrounds, experiences and differences, privileged student voice, and affirmed respect for individual lived experiences.
Updated: Nov. 03, 2011
This article describes Te Kotahitanga which is a research and professional development project. This project aims to support teachers to raise the achievement of New Zealand’s indigenous Māori students in public/mainstream classrooms. The article focuses on the professional learning opportunities developed for classroom teachers within this project to support the development of more effective classroom relationships and interactions with Māori students.
Updated: Jul. 26, 2011
Shifting Conceptualisations of Knowledge and Learning in Initial Teacher Education in Aotearoa/New Zealand
This article reports on the research project 'Shifting conceptualisations of knowledge and learning in the integration of the new New Zealand Curriculum (NZC) in initial and continuing teacher education'. The project maps the learning processes of practitioner-researchers in their initiatives in the integration of the new NZC in their teacher education practices. This research focuses on teacher educators' narratives and strategies used to negotiate their theories/practices and subjectivities within the complexities and constraints of their own narratives, institutions and communities.
Updated: May. 29, 2011
Participant-Directed Evaluation: Using Teachers’ Own Inquiries to Evaluate Professional Development in Technology Integration
In this article, the author considers of what, conceptually, the evaluation design models might productively look like in the particular context of professional development (PD) in technology integration. The author describes and examines three PD programmes in New Zealand that formed the basis of the reflective review of evaluation in technology PD all had a technology focus. The author concludes that by placing participant teachers at their centre, models of PD based on action research have inherent potential to closely link both teacher effects and student outcomes directly back to aspects of the PD experience to provide a rich evidence base about those effects and outcomes from the participants’ perspective.
Updated: Jan. 02, 2011
The author argues that creating a 'village' around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional 'village'. Participating students, teachers and lecturers share their perceptions of experiences in one-day school-based placement that student teachers are required to undertake in a University of Waikato distance programme. Findings indicate that where the school acted as the 'village of learning', the perceived suitability of the placement as a site for learning teaching was conceptualised through a developed sense of belonging.
Updated: Nov. 30, 2010
Technological Constraints and Implementation Barriers of Using Videoconferencing for Virtual Teaching in New Zealand Secondary Schools
This article reports findings from a study conducted between 2001 and 2004 to evaluate the effectiveness of OtagoNet. Nine New Zealand secondary schools participated in the OtagoNet project, using videoconferencing technologies to deliver courses to multiple sites. It was found that videoconferencing technology had a significant impact on pedagogy and teaching styles. The importance of the teacher in implementing and integrating technology into the learning environment was highlighted in this project.
Updated: Sep. 27, 2010
A small study of men teachers in England, Sweden and New Zealand explored the extent to which the men believed their teacher education had prepared them to teach in the gendered environment of the primary school. Teachers were also questioned about their views on gender differences in students and in the teaching practices of male and female teachers. Although the size of the study restricts the validity of data, the differences between the teachers in England and New Zealand, and those interviewed in Sweden, suggest that further research is warranted.
Updated: Sep. 05, 2010
Synergy between Information and Communications Technologies and Educational Action Research and Collaborative Construction of Our Active Identities
Bridget Somekh's contributions to the debate on the theory and practice of action research and associated methodologies have often been gained through leadership of innovative action and research with computers in education. A review of her work provides evidence of the journey that starts with an appreciation of the wonders of technology before moving through critical reflection on socio-cultural processes within and across organisations, and out into twenty-first-century knowledge generation. This paper argues that recognition of the construction of individual identities can inform innovation with computers in education.
Updated: Jun. 23, 2010