What do beginning teachers make of task-based language teaching? A comparative re-production of East (2014)

2020 ◽  
pp. 1-15
Author(s):  
Martin East
Keyword(s):  
New Zealand ◽  
Beginning Teachers ◽  
Language Teaching ◽  
Education Programme ◽  
Original Study ◽  
Initial Teacher Education ◽  
Parallel Data ◽  
Research Findings ◽  
The Comparative Study

Abstract East (2014) presented a largely qualitative study that uncovered how beginning teachers of languages other than English developed their understandings about task-based language teaching (TBLT) as they took part in a year-long initial teacher education programme in New Zealand. This paper reports a comparative re-production. It complements a recent New Zealand based study, experimental in nature, and its approximate replication (Erlam & Ellis, 2018a, b). The present paper argues that TBLT remains in practice a contested endeavour. Positive experimental research findings are not necessarily finding their way into classrooms, and practitioner-focused studies play a crucial role in adding to our knowledge of what works and what does not work in authentic contexts. The original study and the comparative re-production addressed the same research questions and drew on parallel data sources. The findings of the comparative study, which supported those of the original study, helped in identifying more clearly the issues at stake for the profession and the variables that require attention. It is apparent that the challenges reside in upskilling and supporting practising teachers, who need to become a stronger focus of dedicated and long-term professional development opportunities that will introduce them to the innovation, and sustain them in its implementation.

scholarly journals Enhancing student teacher self-efficacy beliefs to teach priority learners in New Zealand

2017 ◽  
Vol 22 ◽  
pp. 36
Author(s):  
Sally Hansen ◽  
Alison Sewell ◽  
Sarojinie Fernando ◽  
Abdelhamid Safa
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Teacher Efficacy ◽  
Student Teacher ◽  
Self Efficacy ◽  
Education Programme ◽  
Efficacy Beliefs ◽  
Initial Teacher Education ◽  
Teacher Education Programme ◽  
Teacher Efficacy Beliefs

The aim of this study was to explore the changes in student teacher efficacy beliefs for teaching priority learners over the course of a one-year postgraduate initial teacher education programme. The sample comprised 23 participants enrolled in the 2015 cohort in a pilot initial teacher education programme specifically tailored to enhance student teacher expertise to teach priority learners. Participants completed a specially designed and refined self-efficacy scale – Self-Efficacy with Diverse Learners: Student Teacher Scale – that targeted their efficacy beliefs about successfully promoting learning for priority learners at the start and at the end of their programme. Changes in efficacy beliefs were statistically measured and the findings indicated that student teacher efficacy beliefs for teaching priority learners had improved significantly over the course of their teacher education programme. In particular, the findings showed that their reported efficacy beliefs for implementing strategies for teaching English speakers of other languages, students with low socioeconomic status, and Māori learners had nearly doubled. Such findings have significant implications for teacher education reforms that aim to enhance student teacher adaptive expertise and in so doing, assist with the long-term goal of achieving more equitable educational outcomes in New Zealand.  

scholarly journals New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review

2021 ◽  
Author(s):  
◽  
Susie Bassett
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Teacher Development ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Teachers Perceptions ◽  
Video Review ◽  
Wide Range ◽  
Practicum Experiences

<p>This qualitative study of 20 pre-service early childhood teachers investigated the students’ perceptions of their practicum experiences and views of the potential for video review use using two on-line surveys of Student Teachers (STs) in their second and third year of study in a New Zealand undergraduate three-year degree Initial Teacher Education Programme (ITEP). This study found STs perceived practicum as highly significant within their ITEP and value practicum opportunities to develop their knowledge and skills in the real-world context of ECE centres with children and within teaching teams. However, STs reported a wide range of perceived challenges indicating that the practicum is problematic at times. These challenges involve the establishment of relationships and communication, transparency of assessment practices, and STs’ agency. These issues appear interrelated and impact upon student teacher responses within, and perceptions of, their practicum experience. Students were ambivalent to the potential use of video review while also recognising the benefits to their teacher development. The findings of this study provide further evidence of the need to re-examine the traditional practicum model and to consider alternative approaches by ITEP’s including video review.</p>

scholarly journals New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review

2021 ◽  
Author(s):  
◽  
Susie Bassett
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Teacher Development ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Teachers Perceptions ◽  
Video Review ◽  
Wide Range ◽  
Practicum Experiences

<p>This qualitative study of 20 pre-service early childhood teachers investigated the students’ perceptions of their practicum experiences and views of the potential for video review use using two on-line surveys of Student Teachers (STs) in their second and third year of study in a New Zealand undergraduate three-year degree Initial Teacher Education Programme (ITEP). This study found STs perceived practicum as highly significant within their ITEP and value practicum opportunities to develop their knowledge and skills in the real-world context of ECE centres with children and within teaching teams. However, STs reported a wide range of perceived challenges indicating that the practicum is problematic at times. These challenges involve the establishment of relationships and communication, transparency of assessment practices, and STs’ agency. These issues appear interrelated and impact upon student teacher responses within, and perceptions of, their practicum experience. Students were ambivalent to the potential use of video review while also recognising the benefits to their teacher development. The findings of this study provide further evidence of the need to re-examine the traditional practicum model and to consider alternative approaches by ITEP’s including video review.</p>

scholarly journals Dialogic reflection for social justice - He Anga Huritao

Teachers Work ◽  
2020 ◽  
Vol 17 (1and2) ◽  
pp. 38-55
Author(s):  
Tim Gander ◽  
Philly Wintle
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
New Zealand ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Critical Reflection ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Rich Diversity ◽  
Reflection On Action

Critical reflection is the cornerstone of teacher education and professional learning and there are countless models to support and refine the practice of critical reflection.  This paper forms a narrative critique of the authors’ bespoke framework for critical reflection-on action, created to support the gradual transformation of trainee and beginning teachers working in New Zealand communities that are characterised by rich diversity. Entitled ‘He Anga Huritao’ (a framework for reflection), the framework draws from literature pertaining to both critical reflection and education for social justice, placing emphasis on tuakana-teina (or mentor/mentee) relationships. This framework was created following the analysis of how critical reflection was experienced by beginning secondary trainee teachers in employment-based Initial Teacher Education. Following investigation of the application of this framework with individual considerations at each stage, this paper concludes with recommendations for practitioners interested in applying He Anga Huritao to their practice or setting. This paper is to the interest of New Zealand teachers and school leaders, involved in using critical reflection as a tool for social justice to support the transformation of teaching practice. In reading this paper educators will develop a sense of the particular need for critical reflection to transform teaching practice towards social justice and be provided with a tool with which to do so.

scholarly journals La lingua letteraria di non nativi in un itinerario didattico multimodale Cosa resta della formazione nella pratica di insegnamento?

2021 ◽  
Author(s):  
Yahis Martari
Keyword(s):  
Teacher Education ◽  
Primary Education ◽  
Language Teaching ◽  
Italian Literature ◽  
Initial Teacher Education ◽  
Multimodal Approach ◽  
Teaching Context

In the initial sections of this paper I describe a course addressed to a group of teachers, during the time when they were at university following an initial teacher education course in primary education. These becoming-teachers were asked to read Scontro di civiltà per un ascensore a Piazza Vittorio (Lakhous 2006) using a multimodal approach. Five years after this course was concluded, a survey was carried out in order to evaluate the effectiveness of its long term goals: subjects (currently teachers) were asked whether they have used multimodal approaches in their reading classes and whether they use Italian literature written by non-native Italian speakers in a language teaching context.

scholarly journals Employment and the Post-Release Puzzle: The Lived Experience of Securing Legitimate Work among Women Released from Prison in New Zealand

2021 ◽  
Author(s):  
◽  
Jasmin Kale
Keyword(s):  
New Zealand ◽  
Lived Experience ◽  
Justice System ◽  
Holistic Approach ◽  
Criminal History ◽  
Structured Interviews ◽  
Barriers To Employment ◽  
Research Findings

<p>As incarceration rates continue to rise in New Zealand (The Department of Corrections, 2019b), the number of people being released from prison will also rise. Life sentences are rare and therefore, the majority of people who are sent to prison will, at some point, be released to reside in the community again. Despite this, individuals are leaving prison unprepared for life on the outside, and they face a range of barriers as they try to establish new lives for themselves in the community. Employment is often cited as a stabilising factor after prison, a factor which can help a person to rebuild their life and become a contributing member of society. However, having a criminal history can negatively impact employment prospects, making employment difficult to obtain, especially in an increasingly competitive employment market. Thus far, research looking at employment after prison, and at prison and the post-release period in general, has been largely centred around men. Women and their specific needs are often overlooked in the research and in the criminal justice system due to their lower incarceration rates, and solutions, policies and practices are often created with men in mind, then adapted slightly to ‘fit’ women, without much real recognition of women’s different needs (Baldry, 2010; Mills, Kendall, Lathlean, & Steel, 2013). Therefore, the research undertaken for this project explores the role of employment in the lives of women who have recently been released from prison, looking at the benefits of and barriers to employment through the lived experiences of those who are in the post-release period, with a goal of adding to women-focused literature, which is desperately needed. Through semi-structured interviews, and guided by a feminist methodological framework, I drew on this lived experience of the participants and put their voices at the forefront of the research findings. The key finding was that while employment is vital for long-term success after release, the benefits of employment extend far beyond financial security, and employment is one piece of a post-release puzzle, which without the other pieces, is relatively useless on its own. A more holistic approach is needed in the post-release period to promote success.</p>

Motivations behind Becoming a Blogger and Their Business Implications

2016 ◽  
pp. 103-118
Author(s):  
Anne-Flore Maman Larraufie ◽  
Fabien Sommer
Keyword(s):  
Past Research ◽  
Original Study ◽  
Communication Strategy ◽  
Research Findings

This chapter takes fashion blogs as a case to explain motivations behind becoming a blogger and then to keep being one on the long-term. It wraps up past research findings before presenting the result of an original study conducted recently with authors of successful blogs as interviewees. It presents the typology of motivations but also the nature of potential brand-blogger relationships. Understanding such points is key to successfully use blogs as part of a useful WoM communication strategy. Findings generalizable across other sectors of activity conclude the chapter.

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