Preparing student teachers post-pandemic: lessons learnt from principals and teachers in New Zealand and Germany

2021 ◽  
pp. 1-21
Author(s):  
Jo Fletcher ◽  
Britta Klopsch ◽  
John Everatt ◽  
Anne Sliwka
Keyword(s):  
New Zealand ◽  
Student Teachers ◽  
Lessons Learnt

scholarly journals Desires and doubts on cultural sustainability: A study from Aotearoa New Zealand

2019 ◽  
Vol 8 (4) ◽  
pp. 452
Author(s):  
Tahera Afrin
Keyword(s):  
New Zealand ◽  
Student Teachers ◽  
Tertiary Education ◽  
Early Childhood Teacher ◽  
Original Research ◽  
Global Trends ◽  
Cultural Sustainability ◽  
Aotearoa New Zealand ◽  
Teaching Learning ◽  
Cultural Components

The original research project of this study was aimed to find out the components of culture and their impacts on ako (teaching-learning) within the early childhood teacher education programmes. Ethics Approval was obtained from AUT Ethics Committee. Under a socio-cultural theoretical framework, twelve lecturers from three Tertiary Education Organisations (TEOs) were interviewed. Three cohorts of student teachers from the same TEOs participated in focus groups. Using manual thematic coding, nine broad areas of cultural components were identified. These were bicultural contexts of Aotearoa, ethnicities and multi-culturalism, individual identities, cross-cultural interactions, comfort zone, female majority, socio-economic struggles, spirituality and technology. A recently developed framework for cultural sustainability (Soini and Dessein, 2016) were applied to these areas. Some of these components were identified as more inert and less dynamic, while the rest were recognised at the other end of the framework.The data and the principle findings were contextual to Aotearoa New Zealand. However, the discussion considered the overall global trends in relation to education.Keywords: Cultural diversity, cultural sustainability,

scholarly journals Lessons learnt from recent citizen science initiatives to document floods in France, Argentina and New Zealand

2016 ◽  
Vol 7 ◽  
pp. 16001 ◽  
Author(s):  
Jérôme Le Coz ◽  
Antoine Patalano ◽  
Daniel Collins ◽  
Nicolás Federico Guillén ◽  
Carlos Marcelo García ◽  
...  
Keyword(s):  
New Zealand ◽  
Citizen Science ◽  
Lessons Learnt

scholarly journals Structural Dissonance, Enacted Hope and Initial Early Childhood Teacher Education in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Bradley Robert John Hannigan
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Ideal Type ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Ideal Types ◽  
Aotearoa New Zealand ◽  
The Ideal

<p>This thesis argues that there is structural dissonance in university-based initial early childhood teacher education programmes in Aotearoa/New Zealand, and suggests a pedagogy of enacted hope as a countermeasure. In this thesis, structural dissonance is constructed as a form of structural violence, which is based on the contradiction between socioculturalism in the content of IECTE programmes and individualisation in the context in which they are provided. This theoretical thesis uses Richard Rorty’s (1979, 1982, 1989, 1999) neo-pragmatic assumptions on truth, reality and knowledge to provide a coherent and consistent approach to the argument of structural dissonance and enacted hope. Distinctions between truth and justification, reality and appearance, found and made are rejected, and utility for social justice, language use, and an ironist approach to scholarship are adopted. This thesis uses philosophical hermeneutics as a methodology for interpreting the textual sources that make up the data drawn upon in this thesis. This methodology is linked to interpretive scholarship, research bricolage, and the constructivist paradigm in qualitative research. The methods used in this thesis are an ecological hermeneutic, ideal type method (converted into an interpretive method of textual analysis) and focus groups of student teachers. This thesis constructed two ideal types. The ideal type for socioculturalism is used to argue that the content of IECTE programmes is heavily influenced by socioculturalism. The ideal type for individualisation is used to argue that the context in which IECTE programmes are provided reproduces individualisation. Socioculturalism and individualisation are shown to be dissonant in the structure of a case IECTE programme in Aotearoa/New Zealand resulting in a situation of structural dissonance. A pedagogy of enacted hope is then proposed to counteract structural dissonance in the case study IECTE programme in Aotearoa/New Zealand. This pedagogy is constructed using a theory of hope developed through the integration of Ernst Bloch’s (1986) philosophy of hope, Rortyan philosophical assumptions and enactivist learning theory. Implications of using the pedagogy of enacted hope are then discussed in relation to the problem of structural dissonance.</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 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>

Lessons Learnt From The 2020 COVID 19 Lockdown: A Students’ Online MS Team Project

2021 ◽  
Vol 5 (1) ◽  
pp. 1-16
Author(s):  
Leigh Quadling-Miernik
Keyword(s):  
New Zealand ◽  
Significant Benefit ◽  
Learning Support ◽  
Tertiary Institution ◽  
Lessons Learnt ◽  
Future Improvement ◽  
Team Project ◽  
The Impact

This paper outlines an investigation of the impact of a programme Students Online, which was created in Microsoft (MS) Teams during New Zealand’s level 4 lockdown of March-May 2020.  Students Online was set by the Learning Hub, the learning support centre, for a large tertiary institution in response to an international student’s request, asking for a way for students to meet and practise English.  The study aimed to investigate the experiences of those who engaged with the MS Team and derive implications for possible future improvement.  Offering focused learning support as well as sessions on life in New Zealand, the most significant benefit seen was the overall sense of connection when many aspects of life were disconnected.  Other benefits highlighted by the study’s participants include improved communication between students and the Learning Hub, a “mental release” in the day, relationships being built and adding to the institute’s value of being supportive. The MS Team provided a sense of normality in a time when life was filled with abnormality. Participants were drawn from Learning Hub staff and students who interacted within the programme.  This study found that the Students Online programme was considered generally useful and successful, modifications for future such programmes are suggested.

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