scholarly journals The principles in the New Zealand curriculum: What sense do student teachers make of them?

2011 ◽  
Vol 12 (1) ◽  
Author(s):  
Frances Edwards
Keyword(s):  
New Zealand ◽  
Student Teachers

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 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>

scholarly journals The practical training of student teachers in New Zealand : an historical and critical survey

2021 ◽  
Author(s):  
◽  
K. M. White
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Student Teachers ◽  
School System ◽  
Personal Development ◽  
Practical Training ◽  
Present System ◽  
Critical Survey ◽  
Personal Qualities ◽  
Trained Teachers

Central to educational progress or even to the maintenance of an existing school system is a constant supply of adequately trained teachers. At no time has this been more apparent than at present whether we look overseas at Britain or America or at New Zealand where shortages of personnel are also acute.<br>The personal development and calibre of its teachers, the ideals they pursue and the training the recieve constitute the foundation upon which any system must be based. Included factors are:- the supply of entrants, the selection from these of applicants whose personal qualities are capable of modification and growth; the extension of their knowledge both academic and professional as well as the training that is undertaken in the schools.<br>It is to a survey of this last-named field of practical training that the following thesis is devoted. By a study of the background and development of teacher education in New Zealand from its origins in Britain upto the present, and through a critical review of the present system is it possible to drawn conclusions and make suggestions of value in future training in New Zealand?

scholarly journals Using eportfolio to address professional standards in a teacher education programme: The student voice

2012 ◽  
Vol 3 (1) ◽  
pp. 17-25 ◽  
Author(s):  
Lyn Lewis ◽  
Philippa Gerbic
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Student Teachers ◽  
Professional Growth ◽  
Growth And Development ◽  
Education Programme ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Professional Standards ◽  
Learning Context

Electronic portfolios are presented in the literature as a technological tool with significant potential for professional application (JISC, 2008). Since the introduction of Graduating Teacher Standards (GTS) by the New Zealand Teachers Council in 2007, all pre-service teacher education programmes are required to demonstrate their achievement through programme design. Eportfolios are an ideal vehicle for evidencing such achievement through their potential to support synthesis of theory and practice in self-appraisal against standards (Strudler & Wetzel, 2005), facilitate reflective practice (Stefani and Mason, 2007; Lin, 2008), demonstrate professional growth and development over time (Barrett, 2005). Furthermore, eportfolios have been conceptualized as both a process and a product (Darling, 2001) thus meeting the dual expectation of supporting and facilitating learning as well as showcasing end-product artefacts. In New Zealand the introduction of eportfolios is a recent innovation, and not much is known about the ways in which learners view this technology or the ways in which it might support their learning and development, particularly against professional standards. The aim of this research project was to explore student perspectives of learning through eportfolio in a Bachelor of Education programme at AUT University. A small self-selected sample of students from two consecutive cohorts participated in the 2009/2010 project. Questions related to GTS were embedded in two of the research questions: (1) How does an eportfolio help students to learn? and ((2) How does the eportfolio contribute to growth and development of students as emergent professionals? Philosophically the research was located within the Interpretivist paradigm. Drawing on conceptions of naturalistic inquiry (Denzin & Lincoln, 2000) where reality is recognised as complex, influencing students both individually and within a broader social learning context, the researchers sought to collect participant views through focus groups and interviews. This qualitative data was analysed through an inductive approach of categorising and seeking themes. The first finding suggests authentic assessment related to Graduating Standards provides reassuring evidence to pre-service student teachers of their growth and development towards beginning teacher status. Secondly, eportfolio activities can support a range of thinking skills linked to achievement of Standards such as purposeful goal-focussed thinking, evidencing and relating, reflecting and appraising. Thirdly, eportfolios and Standards are perceived by pre-service students to have value for employability and in supporting their transition to the workplace. We contribute to current debate by arguing against a 'tick-box' approach to Standards which might signal surface learning. We argue for deep learning through a holistic approach which utilizes the potential of eportfolios to shift pre-service students towards greater professional autonomy through self-assessment against Standards.

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>

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