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 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>

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.

Supporting teachers’ practice through professional learning and development: What’s happening in New Zealand early childhood education?

2020 ◽  
pp. 183693912097906
Author(s):  
Linda Clarke ◽  
Tara McLaughlin ◽  
Karyn Aspden ◽  
Tracy Riley
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Teaching Practice ◽  
Early Childhood Teachers ◽  
Learning And Development ◽  
Quality Teachers ◽  
Childhood Education ◽  
Full Picture

Early childhood teachers’ professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet gaining a full picture of PLD in the New Zealand ECE context is problematic. Information about government-funded PLD programmes is available through evaluations, however, teachers access PLD from a range of providers, many of whom are not government-funded, nor subject to regular monitoring for quality. Teachers’ reports, therefore, represent important sources of insight into PLD. We surveyed New Zealand early childhood teachers about their experiences of PLD, including topics, delivery, and facilitation. We analysed 345 responses. Workshops were the most commonly experienced PLD model. Many respondents had also experienced job-embedded support, but may not have experienced the types of facilitation strategies likely to prompt shifts in teaching practice. This article reports the survey results, examines implications and discusses features of PLD that support shifts in teaching practice.

Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience

2020 ◽  
Vol 51 (5) ◽  
pp. 600-630
Author(s):  
Inah Ko ◽  
Patricio Herbst
Keyword(s):  
High School ◽  
High School Teachers ◽  
Subject Matter ◽  
Teaching Experience ◽  
Subject Matter Knowledge ◽  
School Teachers ◽  
Knowledge For Teaching ◽  
High School Geometry ◽  
School Geometry

This study proposes task of teaching as an organizer of dimensionality in teachers’ subject matter knowledge for teaching (SMK) and investigates it in the context of measuring SMK for teaching high school geometry (SMK-G). We hypothesize that teachers use different SMK-G in different aspects of their teaching work and that such differences can be scaled and associated with key elements of instruction. Analyses of 602 high school teachers’ responses to two sets of items designed to measure the SMK-G used in two particular tasks of teaching—understanding students’ work (USW) and choosing givens for a problem (CGP)—suggested the two scales of SMK-G to be distinguishable and differently related to experience in teaching high school geometry.

scholarly journals Enhancing primary science teaching: Interconnections of content, policy and practice in a New Zealand professional learning and development programme

2018 ◽  
Author(s):  
Steven S. Sexton
Keyword(s):  
New Zealand ◽  
Professional Learning ◽  
Teaching Practice ◽  
Subject Area ◽  
Classroom Teachers ◽  
Learning And Development ◽  
Policy And Practice ◽  
Effective Delivery ◽  
Ongoing Development ◽  
Primary Science Teaching

This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of The New Zealand Curriculum 's science subject area. Specifically, this paper reports on the Academy's interconnections of government policy, professional learning and development, teachers' practice and students' learning. Results indicate how relevant, useful and meaningful education through science has influenced classroom teachers' practice. The implications support the critical importance of effective connections between content, policy and practice in the ongoing development of teaching practice.

scholarly journals Paradigm lost

2021 ◽  
Vol 25 ◽  
pp. 95-114
Author(s):  
Elizabeth Eley ◽  
Mere Berryman
Keyword(s):  
New Zealand ◽  
Professional Learning ◽  
Education System ◽  
Sense Of Belonging ◽  
Sense Of Self ◽  
Educational Practice ◽  
Learning And Development ◽  
Treaty Of Waitangi ◽  
Development Course

The term paradigm lost (with apologies to Milton) references the lost opportunities arising from a discrepancy in both what the New Zealand education context promises and what is implemented in many schools. Honouring the Treaty of Waitangi inherently promises an education system that draws on the worldviews of both Māori and Pākehā. We argue that the schooling model, adopted in 1877 and substantively unchallenged since, does not reflect the views of the uniqueness of every child as contained in the heritages of both Treaty signatory partners. More concerning is that the accompanying assimilatory practices within schooling have perpetuated their disastrous impact on Māori. This article explores the impacts of the ‘lost paradigm’ on students’ sense of self and therefore on their sense of belonging at school. The potential and hope for paradigm regained is also presented, drawing from the responses of educators who have participated in a professional learning and development course, where participants engage in a process of conscientisation, resistance and transformative praxis, that changes both their personal educational practice and that of their school. Through this course, participants experience what Freire (1996) refers to as ‘radical hope’ – the belief that we can make life better for others and change the paradigms that lead to oppression and despair.

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