scholarly journals Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school

2021 ◽  
Author(s):  
◽  
Diane Stannard
Keyword(s):  
New Zealand ◽  
Primary Schools ◽  
Online Survey ◽  
Developmental Process ◽  
Personal Goals ◽  
Mentor Training ◽  
Study Approach ◽  
Aotearoa New Zealand ◽  
Survey Interviews ◽  
Educative Mentoring

<p>The Guidelines for Induction and Mentoring and Mentor Teachers were published in 2011 by the New Zealand Teachers Council. The Guidelines signalled a shift from what had been an induction programme based on advice and guidance to one that involved educative mentoring. These guidelines were developed to support the provision of nationally consistent, high quality, and comprehensive support for provisionally certificated teachers (PCTs).  This qualitative investigation used an interpretative case study approach to describe what educative mentoring looked like in three New Zealand primary schools. Data were gathered using an online survey, interviews, recorded meeting and analysis of documents.  The findings were that mentors and provisionally registered teachers had differing levels of understanding of educative mentoring. While mentors espoused using educative mentoring components (Education Council of Aotearoa New Zealand, 2015a, pp. 25-26) this did not appear to be happening in practice. This suggests the need for mentor training if educative mentoring is to become embedded. Mentors need training to understand what educative mentoring really means. In particular the elements of deconstruction (describing, analysing, and discussing evidence) and co-construction (setting new personal goals) were missing to some degree in each relationship investigated. The process of induction and mentoring is to develop practice and ultimately for the provisionally registered teacher to attain the Practising Teacher Criteria. However this study revealed that the developmental process of practice appears to be more focused on meeting the Practising Teacher Criteria than developing understanding through the setting of personal goals.</p>

scholarly journals Investigating educative mentoring for provisionally certificated teachers in the New Zealand primary school

2021 ◽  
Author(s):  
◽  
Diane Stannard
Keyword(s):  
New Zealand ◽  
Primary Schools ◽  
Online Survey ◽  
Developmental Process ◽  
Personal Goals ◽  
Mentor Training ◽  
Study Approach ◽  
Aotearoa New Zealand ◽  
Survey Interviews ◽  
Educative Mentoring

<p>The Guidelines for Induction and Mentoring and Mentor Teachers were published in 2011 by the New Zealand Teachers Council. The Guidelines signalled a shift from what had been an induction programme based on advice and guidance to one that involved educative mentoring. These guidelines were developed to support the provision of nationally consistent, high quality, and comprehensive support for provisionally certificated teachers (PCTs).  This qualitative investigation used an interpretative case study approach to describe what educative mentoring looked like in three New Zealand primary schools. Data were gathered using an online survey, interviews, recorded meeting and analysis of documents.  The findings were that mentors and provisionally registered teachers had differing levels of understanding of educative mentoring. While mentors espoused using educative mentoring components (Education Council of Aotearoa New Zealand, 2015a, pp. 25-26) this did not appear to be happening in practice. This suggests the need for mentor training if educative mentoring is to become embedded. Mentors need training to understand what educative mentoring really means. In particular the elements of deconstruction (describing, analysing, and discussing evidence) and co-construction (setting new personal goals) were missing to some degree in each relationship investigated. The process of induction and mentoring is to develop practice and ultimately for the provisionally registered teacher to attain the Practising Teacher Criteria. However this study revealed that the developmental process of practice appears to be more focused on meeting the Practising Teacher Criteria than developing understanding through the setting of personal goals.</p>

Teachers as readers in New Zealand Primary Schools

2021 ◽  
Author(s):  
Sue MacDowall ◽  
Keyword(s):  
New Zealand ◽  
Educational Research ◽  
Exploratory Study ◽  
Primary Schools ◽  
National Library ◽  
Equitable Distribution ◽  
Aotearoa New Zealand ◽  
Reading For Pleasure ◽  
Teachers As Readers

This report presents the findings of a small exploratory study carried out in 2021 by the New Zealand Council for Educational Research (NZCER) for the National Library of New Zealand | Te Puna Mātauranga o Aotearoa. The project is part of a wider suite of six studies commissioned by the National Library as part of their Communities of Readers initiative. This initiative foregrounds the benefits of reading for pleasure and the equitable distribution of these benefits across all communities in Aotearoa New Zealand.

Classroom teachers’ and administrators’ views of teaching health and physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 448-464
Author(s):  
Dominique Banville ◽  
Ben Dyson ◽  
Pamela H Kulinna ◽  
Michalis Stylianou
Keyword(s):  
Physical Activity ◽  
New Zealand ◽  
Physical Education ◽  
Professional Learning ◽  
School Environment ◽  
Primary Schools ◽  
National Curriculum ◽  
Classroom Teachers ◽  
Health And Physical Education ◽  
Aotearoa New Zealand

Teacher efficacy influences what and how they teach. This may be particularly important to consider in Aotearoa New Zealand contexts where primary classroom teachers teach health and physical education and use physical activity breaks with little training. It remains unclear how classroom teachers perceive this role and how to better support them. The purpose of this study was to investigate classroom teachers’ and administrators’ views of teaching health and physical education, including physical activity behaviours, in primary schools in Aotearoa New Zealand. Participants were 10 teachers and three administrators from two schools selected as a purposive sample. Data were collected through formal interviews, field notes, and photographs, and were analysed using inductive analysis and constant comparison. The findings are shared using four themes: (a) support for physical activity breaks; (b) support for curriculum content in health and physical education and ‘Kiwi’ sport culture; (c) teachers’ influence level; and (d) school environment. Overall, teachers and administrators felt very efficacious in their roles of creating healthy and active schools. These teachers also appeared to be confused regarding the difference between physical education, sport, and physical activity. They did feel, however, that instructional self-efficacy could be improved through enhanced content and pedagogy taught in teacher education programmes, and increased opportunities for professional learning and development. Potentially, this could lead to more time spent teaching the health and physical education content as well as a greater focus on the national curriculum for health and physical education being taught in Aotearoa New Zealand.

scholarly journals External providers and their impact on Primary Physical Education in Aotearoa/New Zealand.

2020 ◽  
Author(s):  
B Dyson ◽  
Barrie Gordon ◽  
J Cowan ◽  
A McKenzie
Keyword(s):  
Mixed Methods ◽  
New Zealand ◽  
Physical Education ◽  
San Francisco ◽  
Primary Schools ◽  
Qualitative Evaluation ◽  
Classroom Teachers ◽  
Intermediate Schools ◽  
Aotearoa New Zealand ◽  
Wide Range

© 2016 Australian Council for Health, Physical Education and Recreation. Within Aotearoa/New Zealand primary schools, External Providers (EPs) have steadily increased their influence on physical education. The purpose of this study was to explore and interpret classroom teachers’ perspectives of EPs in their primary school. The research team obtained questionnaire responses from 487 classroom teachers from 133 different primary and intermediate schools in six regions across Aotearoa/New Zealand. In addition, 33 classroom teachers, selected from the six regions as a purposive sample [Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Newbury, CA: Sage], were interviewed. The research utilised a case-study design [Stake, R. E. (2005). Qualitative case studies. In N. Denzin & Y. Lincoln (Eds.), The sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage] and incorporated a mixed-methods approach [Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: Jossey-Bass]. Our findings support the belief that EPs are established as major providers of physical education and sport in the primary schools space. Teachers identified a large number of EPs (n = 638) active in their schools. A number of categories were drawn from the interviews: Prevalence of EPs, Expertise and professional development (PD), Valued programs, Evaluation and assessment of EP provided programs and Pedagogical limitations. The teachers valued the EPs for their expertise, PD and the opportunities for students to experience a wide range of sports. However, schools conducted little assessment or evaluation of the programs. Teachers expressed some criticisms around the pedagogical approaches used and the EPs’ lack of knowledge of the curriculum. As a profession it is our responsibility to ensure that all students experience quality physical education programs and that EPs are working in ways that maximise the benefits for our students.

Apps on laps: digital storytimes in public libraries in Aotearoa New Zealand

2018 ◽  
Vol 36 (2) ◽  
pp. 252-269 ◽  
Author(s):  
Anne Goulding ◽  
Mary Jane Shuker ◽  
John Dickie
Keyword(s):  
New Zealand ◽  
Young Children ◽  
Digital Media ◽  
Online Survey ◽  
Public Library ◽  
Human Interaction ◽  
Content Type ◽  
Mixed Response ◽  
Aotearoa New Zealand ◽  
Media And Technology

Purpose The purpose of this paper is to report on a small, exploratory research project focusing on librarian and parent/caregiver opinions of, and reactions to, the use of digital media and technology in public library storytimes for preschool children in Aotearoa New Zealand. Design/methodology/approach Telephone interviews with librarians and an online survey of parent/caregivers were undertaken. Findings The research found a mixed response to digital storytimes. Those who had not attended or presented digital storytime sessions were largely opposed to the practice, while those who had participated in a storytime using digital media generally held more positive views. Key concerns were focused on the amount of screentime young children should have and a lack of human interaction. Supporters appreciated the introduction of some basic digital literacy skills and the variety that technology could bring to storytime sessions. Research limitations/implications Both samples were small and self-selecting. The use of an online survey meant a bias in the sample toward those with access to appropriate information communication technology as well as a self-selection bias. Practical implications The paper suggests some developments in practice and approach if librarians are going to play the role of media mentors in their communities. Originality/value This is the first study focusing on the development of digital storytimes in Aotearoa New Zealand and adds to knowledge and understanding of key stakeholder views of the inclusion of digital media and technology in public library programming for young children.

scholarly journals Breaking the Circle of One: Reflection in Montessori Early Childhood Centres in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Ana Pickering
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Professional Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Montessori Education ◽  
Teaching Teams ◽  
Aotearoa New Zealand ◽  
Outcomes For Children ◽  
The Impact

<p>Little is currently known about how teachers in New Zealand Montessori early childhood centres reflect on Montessori philosophy and practice individually and collaboratively within teaching teams. The purpose of this research was to discover the current views about reflection on Montessori philosophy, the barriers teachers faced in reflecting and opportunities they identified for reflection. The impact that requirements for self review and teacher reflection have had on the approach taken to reflection, inquiry and professional learning by teachers in Montessori early childhood centres was also investigated. This research study used a mixed method case study and data was collected from teachers working in Montessori early childhood centres through semistructured interviews with three groups and an online survey of individual teachers.  Participants placed high importance on reflection. However some participants were reluctant to critique Montessori philosophy; either because they viewed it as ‘valid’ or because they were concerned about being regarded as ‘heretical’ by other teachers. Participants felt safe raising questions within their teaching teams, but were more wary of debating and questioning philosophical issues with teachers in the wider Montessori community. Others regarded reflection as an opportunity to develop a shared understanding of Montessori philosophy and practice in their early childhood centre. Despite the participants’ perception that their team spent time reflecting on Montessori philosophy and relating this to daily teaching practice, it was still a challenge to make these reflective activities a priority in limited centre team meeting times. In addition, it appears that more support is needed to improve skills and knowledge about how the cyclical process of review or inquiry can engage with Montessori philosophy, inform centre philosophy, drive centre practice and improve outcomes for children. This study suggests that teachers would benefit from the creation of ‘safe spaces’ where they can engage with colleagues from their own or other Montessori early childhood centres in debate and discussion so that teaching practice becomes based on critical engagement with the underlying theoretical or philosophical principles of Montessori education.</p>

scholarly journals The Professional Development of Primary School Teachers with Leadership Responsibilities in a New Zealand Context

2021 ◽  
Author(s):  
◽  
Margaret Emily Hesketh
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Needs ◽  
Job Descriptions ◽  
Senior Leaders ◽  
Leadership Responsibilities ◽  
Middle Leaders

<p>Middle and senior leaders in primary schools have an important role with significant accountability and responsibility. They are teaching practitioners who have a large influence on the quality of learning that takes place within a school. Middle and senior leaders carry out the majority of the significant conversations about teaching and learning within a school with the teachers they lead. In 2012 the New Zealand Ministry of Education produced a publication reiterating the importance of middle and senior leaders within schools. As part of that publication they identified the need for ongoing professional development and learning for middle and senior leaders to strengthen their effectiveness as leaders. However no suggestions were made in this document as to what this may look like. The purposes of this multiple case study were to explore what professional development and learning were provided to senior and middle leaders primary schools within the greater Wellington area, how effective the principals and senior middle leaders considered the professional development and learning to be, and to identify which factors enabled effective professional development and learning within a school. To answer the research questions data was collected through an online survey, focus groups and individual interviews. The findings indicated that there were two categories of organisation of professional development and learning provided within different schools; unsystematic and systematic. The more effective systematic system involved the identification of the learning needs of the middle and senior leaders through discussion or co-construction of their job descriptions, leading to a mixture of professional development and learning structures that combined sharing, collaboration and reflection to enhance leadership capabilities. In addition regular mentoring allowed for more effective leadership learning. An important factor determining the success of the professional development and learning was the deliberate actions that were carried out by the principal.</p>

scholarly journals Te Ha Whakawairua, Whakatinana i te Mātauranga Māori i Te Whare Wānanga: The validation of Indigenous knowldge within the university academy

Te Kaharoa ◽  
2008 ◽  
Vol 1 (1) ◽  
Author(s):  
Tania Ka'ai
Keyword(s):  
New Zealand ◽  
Crucial Role ◽  
Case Study Approach ◽  
Teaching And Research ◽  
Study Approach ◽  
Aotearoa New Zealand ◽  
Indigenous Groups ◽  
The University

This article employs a case-study approach to examine the crucial roles played by Māori Studies Departments in Universities throughout Aotearoa/New Zealand. Comparisons are drawn with similar centres of learning, teaching, and research in among other indigenous groups, and the article reveals the crucial role these departments play.

scholarly journals Reviewing the benefits and challenges of overseas practice: Reflections upon coming home

2019 ◽  
Vol 31 (1) ◽  
pp. 72-88
Author(s):  
Liz Beddoe ◽  
Allen Bartley
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Online Survey ◽  
Learning And Development ◽  
Aotearoa New Zealand ◽  
The Social ◽  
Opportunities For Learning ◽  
Workplace Cultures ◽  
Benefits And Costs

INTRODUCTION: Given the diversity of practice and understanding of social work across the globe and its distinctive shape in specific national settings, practitioners working in a new country encounter different community, professional and workplace cultures which may pose challenges. This current study contributes to a larger programme of work undertaken to address the transnational nature of the social work profession in Aotearoa New Zealand and elsewhere. METHOD: The study aim was to explore the experiences of Aotearoa New Zealand qualified social workers who have practised in another country and have returned home. Participants in an online survey were recruited via an invitation to all members of the Aotearoa New Zealand Association of Social Workers. The questionnaire was designed to obtain broad data about the experiences of social workers in their overseas employment and perceptions on their return home. FINDINGS: Many participants had layers of transnational experience having practised as social workers in multiple countries. Participants reported overall satisfaction with overseas experiences which had provided professional opportunities for learning and development, and better pay and conditions. Coming home presented new challenges and interesting perceptions of social work in Aotearoa. IMPLICATIONS: Adjustment to new practice locations and, as shown in this small exploratory study, returning “home” can be disruptive to professional perspectives. While overseas practice is enriching, it carries with it both relocation benefits and costs, confirming earlier research. Better employer recognition of the challenges of returning social workers, and the enhanced skills they bring home may offset any dislocation experienced. 

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