scholarly journals What are the characteristics of exemplary initial teacher education programmes in countries similar to Aotearoa/New Zealand?

2013 ◽  
Vol 18 (1) ◽  
Author(s):  
Peter Lind
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Initial Teacher Education ◽  
Aotearoa New Zealand

scholarly journals Constructing the problem of initial teacher education in Aotearoa New Zealand: policy formation and risk, 2010-2018

2020 ◽  
Vol 24 ◽  
pp. 5
Author(s):  
Alexandra C. Gunn ◽  
Helen Trevethan
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Policy Development ◽  
Policy Decision ◽  
Policy Formation ◽  
Initial Teacher Education ◽  
Relevant Evidence ◽  
Aotearoa New Zealand ◽  
Policy Decision Making ◽  
Policy Solutions

This paper reports findings from an interpretive policy and discourse analysis of documents informing contemporary initial teacher education (ITE) policy development in Aotearoa New Zealand. The study first asks: what is the problem of teacher education as constituted in policy and associated documents in the period 2010-2018? We then compare the problems, suggested solutions, and recent evidence about the work of teacher education in New Zealand, to discuss the policy discourse, and theorise about the potential utility of solutions to address the problems raised. Our comparative analysis of the problems of ITE and proposed policy solutions with research evidence of teacher education work underscores the imperative of engagement with local and relevant evidence-based knowledge as a basis for informed policy decision making.  

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals Scoping the meaning of ‘critical’ in mathematical thinking for Initial Teacher Education

2017 ◽  
Vol 15 (6) ◽  
pp. 713-728 ◽  
Author(s):  
Jane Furness ◽  
Bronwen Cowie ◽  
Beverley Cooper
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
New Zealand ◽  
Adult Learners ◽  
Mathematical Thinking ◽  
Initial Teacher Education ◽  
Adult Participation ◽  
Achievement Data ◽  
Key Policy ◽  
Administrative Tasks

Current strong emphasis on literacy and numeracy in New Zealand educational policy, as elsewhere, reverberates in different ways in institutions charged with children’s and adults’ learning. A common response is to locate literacy and numeracy centrally in programmes aimed at preparing children for and enhancing adult participation in 21st century life and work. These agendas overlap in preservice teacher education. Preservice teachers enter Initial Teacher Education (ITE) programmes as adult learners engaged in building literacy and numeracy capability for teaching across the curriculum, working with student achievement data and administrative tasks, aspects of which may also be useful in their wider lives. These activities involve making judgements that require critical thinking, another key policy focus in New Zealand and internationally for children’s and adults’ learning. This article explores meanings of ‘critical’ in the context of mathematical thinking in ITE programmes. Given that mathematically based arguments can have both helpful and harmful consequences for humanity, we propose that development in preservice teachers’ capacity for critical mathematical thinking is crucial. In these times of significant global change we advocate for development of the kind of critical mathematical thinking that facilitates teachers working actively in pursuit of a socially just and sustainable world.

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