Dance Matters for Boys and Fathers

2016 ◽  
Vol 7 (2) ◽  
pp. 16-27
Author(s):  
Ralph Buck ◽  
Isto Turpeinen
Keyword(s):  
New Zealand ◽  
Teaching Experience ◽  
Ice Hockey ◽  
Classroom Context ◽  
Research On Teaching ◽  
Dance Educators ◽  
Fathers And Sons

Abstract In this article, Isto Turpeinen and Ralph Buck reflect on reasons why dance remains relatively inaccessible for boys. They note that constructions of dance and masculinity are relatively narrow. They note that while these meanings are evolving, within the classroom context, the words ‘dance’ and ‘boy’ continue to raise many issues for teachers. In the following, Isto and Ralph draw upon their own teaching experience and speak to practices that might make a difference. Boys do dance, but who cares if they don’t? Within education contexts and within society, males have ample opportunities for success, achievement and fulfilment. It seems that many boys who want to dance can, and those boys who want to play ice hockey and rugby can. Do boys need to dance? This article reflects on Turpeinen’s (2015) research on teaching boys in Finland and a key finding that draws attention to the power of dance in fostering and expressing love, most importantly the expression of love between fathers and sons. As professional male dance educators, both Isto and Ralph have taught boys and girls for over 30 years in Finland and New Zealand. This article takes the view that dance does matter for boys and girls, in various ways.

scholarly journals COMPETENCIA DIGITAL E INNOVACIÓN PEDAGÓGICA: DESAFÍOS Y OPORTUNIDADES

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Andrea Stefanía Rossi Cordero ◽  
Mario Barajas Frutos Barajas Frutos
Keyword(s):  
Good Practice ◽  
Educational Innovation ◽  
Teaching Experience ◽  
Project Based Learning ◽  
Digital Competence ◽  
Research On Teaching ◽  
Prolonged Training ◽  
Innovación Educativa ◽  
Cultura Escolar ◽  
Competencia Digital

Resumen:La competencia digital continúa siendo un desafío para la práctica pedagógica y la innovación educativa, apelando a reflexionar sobre la integración de las TIC1 en la experiencia docente. Este artículo presenta los resultados de una investigación sobre las concepciones y prácticas docentes vinculadas a la competencia digital. Desde un enfoque cualitativo, se realizó un estudio de casos múltiple en dos escuelas, identificando los facilitadores y obstáculos en el proceso de adquisición docente de la competencia digital, y profundizando en las actitudes y usos de las TIC según la estructura, estrategia y cultura escolar. Los resultados indican el complejo proceso de adquisición de la competencia digital, vinculándose las principales dificultades docentes a la gestión de la información, el aprovechamiento didáctico de las TIC, la evaluación de actividades mediadas digitalmente y la colaboración en entornos virtuales. Los resultados también apuntan a una imagen aislada en el desarrollo profesional, dificultando el intercambio de significados y experiencias, y la percepción del beneficio y confianza en el uso de las TIC. El docente demanda una formación más coherente con sus necesidades didácticas, identificándose el trabajo institucionalizado por proyectos como una buena práctica. Se concluye sobre la necesidad de reducir la brecha entre la competencia digital deseada y la adquirida realmente, desarrollando experiencias formativas autónomas, prolongadas y colaborativas, que favorezcan a la práctica reflexiva y la innovación escolar. Abstract:Digital competence continues to be a challenge for pedagogic practice and educational innovation, and the integration of ICTs1 in the teaching experience. This article presents the results of research on teaching practices related to digital competence. From a qualitative approach, a multiple case study was conducted in two schools, identifying facilitators and obstacles in the process of teaching acquisition of digital competence, and delving into the attitudes and use of ICTs according to a school’s structure, strategy and culture. The results indicate that the complex process of acquisition of digital competence is the main difficulty of teachers related to the management of information, the didactic use of ICTs, the evaluation of digitally mediated activities and collaboration in virtual environments. The results also point to an image of isolation in professional development, hampering the exchange of experiences and meanings, and the perception of benefit and confidence in the use of ICTs. Teachers demand a training more consistent with their teaching needs. In relation to this, in-school project-based learning work has been recognized as a good practice. It was concluded that there is a need to reduce the gap between the desired digital competence and the actually acquired one by developing autonomous, collaborative, and prolonged training experiences that promote reflective practice and school innovation.

scholarly journals Paramedic Transition into an Academic Role in Universities: A Demographic and Qualification Survey of Paramedic Academics in Australia and New Zealand

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Graham Munro ◽  
Peter O'Meara ◽  
Amanda Kenny
Keyword(s):  
New Zealand ◽  
Academic Writing ◽  
Demographic Data ◽  
Teaching Experience ◽  
Internet Survey ◽  
Learning And Teaching ◽  
Entry Level ◽  
Wide Range ◽  
The Uk ◽  
University Degree

<p align="center"><span style="text-decoration: underline;">Abstract</span></p><p><span style="text-decoration: underline;">Objectives</span></p><p>            To identify the demographic and qualification characteristics of paramedic academics holding teaching and research positions at universities in Australia and New Zealand offering entry-level undergraduate or postgraduate degree programs in paramedicine.</p><p><span style="text-decoration: underline;">Methods</span></p><p>            A 17 item online normative internet survey was used to obtain demographic and qualification characteristics about the target group. The survey was divided into five categories: demographic data, professional qualifications, educational qualifications, learning and teaching experience, and level of academic skills. Data were collected over a two-month period in 2013 and then collated and reported utilising the capabilities of the Survey Monkey program.</p><p><span style="text-decoration: underline;">Results</span></p><p>            Of the estimated 66 eligible participants, 30 responded to the survey, 70% were male, the average age when entering academia was 43 years, and the average age when initially entering paramedicine was 23 years. Two-thirds completed their paramedic training in Australia and New Zealand, with the other third training in the UK, US, or Canada. There was a wide-range of levels of training and qualification reported with three having a PhD on entering academia, while most had little to no experience in research, academic writing, and publication.</p><p><span style="text-decoration: underline;">Conclusions</span></p><p>            Issues of the transference of cultural and professional capital from one community of practice (CoP) into another, the variance in the levels of academic qualifications amongst paramedics when entering academia, and the resources needed to mentor and educate a large majority of these new academics pose significant challenges to new academics and the universities employing them.</p><p>Key words: paramedicine, university, degree, transition, role</p>

scholarly journals Evaluative research on teaching innovation with simulators in the area of Technology in Compulsory Secondary Education.

2020 ◽  
pp. 134-146
Author(s):  
Ester Micó-Amigo ◽  
César Bernal Bravo
Keyword(s):  
Digital Media ◽  
Educational Innovation ◽  
Teaching Experience ◽  
Teaching Innovation ◽  
Technical Problems ◽  
Research On Teaching ◽  
Technology Classroom ◽  
Evaluative Research ◽  
The One ◽  
Selection Of

The meaning of knowledge through simulation implies knowing how to interpret everyday processes and situations. The knowing of mechanisms and technological operators involved, being competences that are worked with special attention in the Technology classroom and help to consolidate knowledge, awaken the interest of students and motivate them towards research in the field of science and technology, as well as their capacity for analysis and reasoning. The research methodology is an action research, common to evaluative studies of educational innovation in training processes and improvement of professional practice. The selection of this teaching experience is due, on the one hand, to its innovation proposal integrating the methodological strategy of "Problem-Based Learning (ABP) being the backbone of the Technology area. On the other hand, the use of simulators, playing a fundamental role in the implementation of those processes embodied in projects that solve simple day-to-day problems. The emerging critical explanatory categories - selected for this work - have been; interest in solving technical problems, in robotics sessions, and programming simple mechanisms. As a result, the design of educational experiences based on the simulation of mechanisms or processes through digital media awakens the interests of the students as well as other sensations and emotions linked to the great diversity of content developed in the computer room, highlight the themes current technological booming as programming, simulation of structures, mechanical movements or electrical and automatic circuits.

scholarly journals Exploring Teachers’ Perception of Online Engagement in Higher Education in New Zealand

2021 ◽  
Vol 3 (1) ◽  
pp. 3
Author(s):  
Krishan Mani
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
New Zealand ◽  
Online Teaching ◽  
Real Life ◽  
Teaching Experience ◽  
Learning Engagement ◽  
Teachers Perceptions ◽  
Online Engagement

Student retention in higher education online learning is important for most education institutes around the world. Understanding what contributes to good learning engagement and key factors affecting engagement is important in improving online engagement. Online learning engagement is a very broad topic with multidimensional and interrelated factors that affect how engagement evolves. This study investigated higher education teachers’ perceptions of what online engagement means. It examined the importance of teachers' perceptions of online engagement in higher education with a focus on how teachers’ perceptions of engagement compare and the importance they placed on factors that help them identify the different forms of engagement.  The study also explored whether the teachers’ perspectives were similar in terms of what equates to good learner engagement and what good engagement results into. An extended literature review was carried out to inform the research. As the study eventually aims to gather responses about engagement from both learners and teachers, the methodology for the project was Case Study.  Yin (1989, p.13)) explains that this approach is consistent when “the focus is on a contemporary phenomenon within some real-life context”.  A survey using Microsoft 365 forms was conducted among higher education teachers with online teaching experience in various education disciplines in New Zealand. The Findings from this initial step showed first, there are various definitions, and each teacher had a slightly different perspective of what engagement involved. The study also highlighted the similarities and gaps in terms of online engagement from a teacher’s point of view.   The study findings indicated, a consensus approach of understanding about what online engagement means and the strategies used by the teachers to foster engagement. The findings also suggested first, how motivation to learn, technology and access plays an important role with online engagement. Second, how the flexibility of online learning is differentiated from face to face teaching environments and the importance of adopting newer strategies for online engagement.  Third, findings suggest that there are some offline learning with no visibility of engagement and show that this affected the teacher’s perceptions in regards to student success.   References Yin, R. (1989)Case study research: Design and methods.  Sage Publications

scholarly journals Rural general practice training: experience of a rural general practice team and a postgraduate year two registrar

2013 ◽  
Vol 5 (3) ◽  
pp. 243
Author(s):  
Joseph Scott-Jones ◽  
Sarah Lucas
Keyword(s):  
General Practice ◽  
New Zealand ◽  
Rural Areas ◽  
Teaching Experience ◽  
Rural Practice ◽  
Medical Graduate ◽  
Training Experience ◽  
Medical Trainee ◽  
Practice Team ◽  
Wide Range

INTRODUCTION: Undertaking training in rural areas is a recognised way of helping recruit staff to work in rural communities. Postgraduate year two medical doctors in New Zealand have been able to undertake a three-month placement in rural practice as part of their pre-vocational training experience since November 2010. AIM: To describe the experience of a rural general practice team providing training to a postgraduate year two medical trainee, and to describe the teaching experience and range of conditions seen by the trainee. METHODS: A pre- and post-placement interview with staff, and analysis of a logbook of cases and teaching undertaken in the practice. RESULTS: The practice team’s experience of having the trainee was positive, and the trainee was exposed to a wide range of conditions over 418 clinical encounters. The trainee received 22.5 hours of formal training over the three-month placement. DISCUSSION: Rural general practice can provide a wide range of clinical experience to a postgraduate year two medical trainee. Rural practices in New Zealand should be encouraged to offer teaching placements at this training level. Exposure to rural practice at every level of training is important to encourage doctors to consider rural practice as a career. KEYWORDS: Education, medical, graduate; general practice; rural health services

scholarly journals Investigating Pedagogical Techniques in Classroom Interactions at a CELTA Training Programme

2016 ◽  
Vol 9 (9) ◽  
pp. 1 ◽  
Author(s):  
Md Shidur Rahman
Keyword(s):  
Research Method ◽  
Native Speakers ◽  
Native Speaker ◽  
Teaching Experience ◽  
Training Programme ◽  
Classroom Interactions ◽  
Classroom Context ◽  
Pedagogical Strategies ◽  
Pedagogical Techniques ◽  
The Uk

<p>The study investigated the similarities and dissimilarities of using pedagogical techniques in classroom interactions, taken place whilst teaching a known language and an unknown language in a CELTA training classroom context. For this purpose, the classroom interactions in unknown and known languages were analysed according to the qualitative research method. First, the interactions were recorded; and then transcribed them by following Jefferson’s transcription conventions. The interactants were one instructor (Female), and twelve trainees: seven females and five males. Usually, the CELTA has a maximum class size of tweleve. The instructor was a native-speaker of English, but the trainees were the mixture of native and non-native speakers. One was from Thailand, one from Indonesia, one from Bangladesh; two from Europe, and the rest were from the UK. Most of the trainees had teaching experience. The results of the study indicated that there exist distinctions, rather than similarities, between pedagogical strategies ued while teaching known and unknown languages. The study also suggested that all the pedagogical techniques do not fit equally with teaching both the languages; some can be used in a wider degree—some can be employed in a lesser degree.</p>

scholarly journals A framework for professional learning and development in science for New Zealand upper primary teachers

2021 ◽  
Author(s):  
◽  
Theodore Cizadlo
Keyword(s):  
New Zealand ◽  
Professional Learning ◽  
Subject Matter ◽  
School Environment ◽  
Physical Science ◽  
Concept Maps ◽  
Teaching Experience ◽  
Subject Matter Knowledge ◽  
Learning And Development ◽  
Support Materials

<p>This doctoral thesis describes the development of a framework to guide the creation and delivery of bespoke professional learning and development programmes (PLD) in physical science for groups of Year 7 and 8 teachers. It identifies key principles and provides practical advice needed to produce PLD programmes specifically focused on the topics selected, in consultation with the teachers involved, that are tailored to the school environment and adhere to design principles informed by research, and tested in the New Zealand context. The framework was developed using a design-based research approach involving three iterations of use, analysis, and improvement. Audio recordings, structured interviews, classroom observations, concept maps, and field notes provided data for a qualitative analysis paradigm. The research employed a social-constructivist lens, with an emphasis on learner-centred science investigations, leading to the development of a new framework for physical science PLD design and delivery consisting of five major focus areas: Subject selection / curriculum, Subject matter understanding, Teaching practice, Support, and Logistical considerations. This research highlighted the challenges faced by generalist teachers with limited science backgrounds in working with New Zealand's non-prescriptive national curriculum, to develop specific physical science units that are relevant to their local school environment. Specifically, teachers with limited subject matter knowledge face challenges selecting topics from the New Zealand Curriculum, balancing breadth and depth of topic coverage, and selecting curriculum support materials. After participating in the PLD teachers were able to use their subject matter knowledge and teaching experience to select materials and confidently teach the physical science topics covered in the PLD.</p>

scholarly journals Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand

2021 ◽  
Author(s):  
◽  
Celia Elaine Stanyon
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Positive Attitude ◽  
School Teacher ◽  
Culture Shock ◽  
Teaching Experience ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
School Teaching ◽  
Trained Teachers

<p>New Zealand-trained teachers have good reasons to teach abroad, change careers or retire and there are sound reasons to hire overseas-trained teachers (OTTs) to fill vacancies. Securing work in a new country can be difficult and it makes social and economic sense to facilitate this process. This thesis reports on the journeys of six OTTs documenting the individual pathways navigated; from teaching in their country of origin to securing a permanent placement as a secondary school teacher in New Zealand.  This study explores the pathways OTTs navigated in order to teach in New Zealand. It investigates the challenges they faced, the supports they encountered and the suggestions they had to offer others in a similar situation. The participants were OTTs at secondary schools in the Wellington region of New Zealand and most had emigrated from the United Kingdom. Participants taught different subjects and had varying lengths of teaching experience. They had immigrated to and successfully found a post in New Zealand between January 2006 and January 2012.  The interpretive paradigm was used as the theoretical grounding for this research as this places importance on the subjective experiences of those interviewed. Qualitative data were collected using semi-structured interviews as part of a collective, case study design. A thematic approach to data analysis was used and the data were compared and contrasted under the themes of challenges, supports and suggestions.  Findings that concurred with previous research were that OTTs faced challenges from bureaucracy, culture shock and financial stress; and that networking, professional development, luck and maintaining a positive attitude were supportive. Participants suggested preparation, networking, interagency co-operation, a positive attitude and relief teaching could assist other OTTs. The findings were used to formulate a suggested pathway that might facilitate the journeys of future OTTs.</p>

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