Search results for: Haigh Mavis
Page 1/1 6 items
Constructing the Academic Category of Teacher Educator in Universities’ Recruitment Processes in Aotearoa, New Zealand
This study examined the recruitment and appointment of university-based teacher educators in Aotearoa New Zealand. The findings revealed three institutionally reified and identifiable constructions of the teacher educator type of academic worker: the professional expert, the dually qualified teacher educator and the ‘traditional academic’ type of teacher educator. This study argues that the present recruitment and appointment processes are taking a bifurcated approach in the employment of education faculty, recruiting mostly professional experts or traditional academics to positions within university-based ITE. By taking such an approach, these institutional constructions are supporting several persistent and arguably troubling binaries shaping understandings of ITE in the university setting including theory/practice, research/teaching and academic/professional.
Updated: Jun. 01, 2016
This research addressed the question: What aspects of teacher candidates’ practice do we pay attention to when we are judging their readiness to teach? The findings suggest that there is broad agreement amongst the judges as to what the cues are in judging readiness to teach, that comparable weight is given to these cues and that judges use more than one type and source of evidence when making their decisions. The judges see multiple aspects of a teacher candidate’s performance as relevant to their decisions. The findings show that these participants were thoughtful and careful about how they made their decisions, used a range of evidence sources and types to back up their choices and could articulate what they thought was most important in teacher candidates’ performance.
Updated: Jun. 22, 2015
Three research instruments were designed to explore how mentors judge readiness to teach during final practicum placements. This article describes the three instruments. It discusses how the three tasks worked as ways to understand how people judge readiness to teach and as ways to develop mentors’ judgement making.
Updated: Jun. 10, 2015
This article examines how primary school mentor teachers made their decisions regarding teacher candidates' practicum performance. The mentor teachers’ explanations for their decisions gave the authors access to their ‘cue utiltisation validities’ - how they used the cues they identified. Within the participant group some appeared to emphasise personal attribute dimensions, other professional practice dimensions; for others it was difficult to determine a preference. There was, however, evidence that the mentors did not emphasise one thing to the exclusion of the other cues with weaker cues being used to moderate their decisions. Overall, the judgment-making in this study was considered, careful and reasoned e and widely variable. There was also some evidence of internal dissensus for individual mentors, leading to confusion around assessment of TC practice.
Updated: Jun. 03, 2015
This article reports on 20 newly qualified secondary science teachers (NQSSTs) participating in a New Zealand study on teachers’ early professional learning. The focus of the study is how these new teachers were nurtured to become competent science teachers, confident of their ability to positively influence student learning.
Updated: Feb. 27, 2013
In this article, the authors explore newly qualified New Zealand secondary teachers’ varied accounts of induction. The authors claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, the authors identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’.
Updated: Jun. 25, 2012