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 Evaluation, Science and Pragmatism

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Nicholas Huntington
Keyword(s):  
New Zealand ◽  
Political Party ◽  
Policy Development ◽  
Evidence Based ◽  
Doctoral Research ◽  
Aotearoa New Zealand ◽  
Evidence Based Policy ◽  
Research Uptake ◽  
Policy Work ◽  
Good Policy

In Aotearoa New Zealand, as elsewhere, the evidence-based policy movement has been one of the most visible recent influences on how policies are described, discussed and debated. It is now commonly taken for granted that good policy work involves using evidence, and that it is important to increase the influence of data and research uptake during policy development. Promoting evidence-based policy has even been used as the raison d’être for the founding of a political party. However, the voices and perspectives of practitioners themselves are often missing from conversations about evidence’s role in policy work. Drawing on my doctoral research, this article presents three stances that frame how policy workers approach evidence in their practice.

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