scholarly journals A critical reflection on the student evaluation of the effectiveness of university teachers in New Zealand

2021 ◽  
Vol 19 (2) ◽  
pp. 17-32
Author(s):  
Anthony Harland
Keyword(s):  
New Zealand ◽  
Critical Reflection ◽  
Student Evaluation ◽  
University Teachers

Este artículo describe mis experiencias con la evaluación de la enseñanza por parte de los alumnos, basándose en varias décadas de trabajo como investigador, docente y académico. Abordo tres preguntas complejas que han recibido poca atención en la literatura, y que se centran en los factores que han impulsado la evaluación, su eficacia y por qué esta se ha integrado en la práctica académica. Las prácticas de evaluación contemporáneas, desde un punto de vista teórico, pueden considerarse como neoliberales y con fines de cumplimiento de las funciones atribuidas a un profesional. El artículo concluye que las evaluaciones obligatorias fallan en su intención neoliberal y pueden ser perjudiciales para la enseñanza y el aprendizaje de los estudiantes.

Reflecting on a second-migration experience: Issues and implications for social work practice

2020 ◽  
pp. 002087282096218
Author(s):  
Wook-Mo Kang ◽  
Jeongmi Lim ◽  
Hong-Jae Park
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Critical Reflection ◽  
Work Practice ◽  
Social Work Practice ◽  
Fluid Migration ◽  
Soft Landing ◽  
Migration Experience ◽  
Research Findings ◽  
Depth Interviews

The purpose of this article is to present the research findings from a qualitative study on a type of second migration experienced by Korean-New Zealand immigrants in Australia. Data were collected from 16 in-depth interviews with those people who initially moved from South Korea to New Zealand, and then migrated to Australia. The study findings show that the participants were likely to experience ‘soft-landing’ relocation, ethnically internal belonging and identity flexibility. A critical reflection on this second-migration phenomenon is presented in order to help social work professionals broaden their perspectives on today’s fluid migration and its implications for practice.

scholarly journals The mechanization of teaching: Teachers’ metaphors and evaluation in Japanese tertiary education

2011 ◽  
Vol 35 (1) ◽  
pp. 3
Author(s):  
Peter Burden
Keyword(s):  
Formative Evaluation ◽  
Student Evaluation ◽  
Tertiary Education ◽  
Teacher Involvement ◽  
Student Evaluation Of Teaching ◽  
Conceptions Of Teaching ◽  
Reflective Process ◽  
University Teachers ◽  
Evaluation Of Teaching ◽  
Specific Evaluation

Twelve ELT university teachers reflected, through using metaphors, in interviews about the use of Student Evaluation of Teaching surveys (SETs) in their respective universities. Studying teachers' metaphor reveals their first-hand experience of how they were affected in their teaching by SETs. Metaphors suggest that SETs do not match teachers’ conceptions of teaching as an art. Such evaluation has caused relations between teachers, administrators, and students to fracture due to competitive ranking. While participants accept formative evaluation as a necessary process to give insights to teachers, they wish for a more open, improvement-focused, cooperative, specific evaluation. They want more teacher involvement and more dialogue between teachers to discuss the results of SETs to aid the reflective process for change. 大学でELT担当の12名の教師にインタビューを実施し、各自の大学での学生による授業評価（SETｓ）についてメタファー（比喩）にて述べてもらった。教師のメタファーは、学生による授業評価（SETｓ）で各々の教え方にどのような影響があったかの率直な考えを表している。メタファーは、学生による授業評価（SETｓ）と教師側の技術としての‘教える’という考え方は合致しないということを示唆している。このような評価は、競争的な評価をすることで教師側・大学当局側・学生側の関係を壊している。被験者（つまり学生）側が必要な過程として形成された評価を受け入れて、教師側に新たな教育的ひらめきをもたらさなければならない、その一方で被験者側はより開放された、改善を目的とした、連携された、特定の評価を望むのである。被験者側のコメントでは、教師側の更なる向上の必要性、また教師側と学生による授業評価（SETｓ）の結果について意見交換をし、授業の変化をもたらせたいとしている。

scholarly journals Dialogic reflection for social justice - He Anga Huritao

Teachers Work ◽  
2020 ◽  
Vol 17 (1and2) ◽  
pp. 38-55
Author(s):  
Tim Gander ◽  
Philly Wintle
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
New Zealand ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Critical Reflection ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Rich Diversity ◽  
Reflection On Action

Critical reflection is the cornerstone of teacher education and professional learning and there are countless models to support and refine the practice of critical reflection.  This paper forms a narrative critique of the authors’ bespoke framework for critical reflection-on action, created to support the gradual transformation of trainee and beginning teachers working in New Zealand communities that are characterised by rich diversity. Entitled ‘He Anga Huritao’ (a framework for reflection), the framework draws from literature pertaining to both critical reflection and education for social justice, placing emphasis on tuakana-teina (or mentor/mentee) relationships. This framework was created following the analysis of how critical reflection was experienced by beginning secondary trainee teachers in employment-based Initial Teacher Education. Following investigation of the application of this framework with individual considerations at each stage, this paper concludes with recommendations for practitioners interested in applying He Anga Huritao to their practice or setting. This paper is to the interest of New Zealand teachers and school leaders, involved in using critical reflection as a tool for social justice to support the transformation of teaching practice. In reading this paper educators will develop a sense of the particular need for critical reflection to transform teaching practice towards social justice and be provided with a tool with which to do so.

“An Archive of Loose Leaves”

2019 ◽  
Vol 23 (3) ◽  
pp. 104-118
Author(s):  
Nalini Mohabir ◽  
Ronald Cummings
Keyword(s):  
New Zealand ◽  
Brain Drain ◽  
Early Life ◽  
Critical Reflection ◽  
Postcolonial Literature ◽  
Early Years ◽  
Caribbean Studies ◽  
British Guiana ◽  
The Caribbean

This interview provides a rich account of Frank Birbalsingh’s experiences from his early life in colonial British Guiana in the early part of the twentieth century to his continuing work as a literary scholar and critic in diaspora. What is also revealed is a thoughtful critical reflection on the Caribbean, its multiplicity, and its course of change over a lifetime. The discussion also traces Birbalsingh’s migrations to India, Canada, New Zealand, and Nigeria and examines how these journeys have shaped his critical work within the fields of Commonwealth literature, postcolonial literature, and Caribbean studies, situating these shifts and movements within and against the backdrop of histories of decolonization. Birbalsingh’s early years in a plantation colony become prologue to his experience of education as a pathway to migration (a brain drain that still marks Guyanese and Caribbean experience to this day). The interviewers focus on the scholar’s career highlights and finally turn to the space that all wide-ranging departures and journeys beyond the nation encounter (regardless of emotional investments)—the place of exile and diaspora.

scholarly journals How to have theory in a pandemic: A critical reflection on the discourses of COVID-19

2021 ◽  
Author(s):  
Tim Brown ◽  
Sydney Calkin ◽  
Kerry Holden ◽  
Simon Reid-Henry ◽  
Stephen Taylor
Keyword(s):  
Infectious Disease ◽  
New Zealand ◽  
Critical Reflection ◽  
Social Groups ◽  
Critical Questions ◽  
Collective Response ◽  
Recent Outbreak ◽  
Hiv Aids

In the months since the arrival of COVID-19 we questioned whether it was possible, in the words of Paula Treichler, to have theory in an epidemic. What can scholars schooled in the deconstructive arts say at this point? With this question in mind, this chapter considers Treichler’s chronicling of HIV/AIDS, as well as Priscilla Wald’s account of the so-called outbreak narrative, and explores how their rendering of parallel pandemics might help us in our reading of COVID-19. Drawing on these authors especially, we encourage geographers, writing in the interdisciplinary space that we inhabit, to raise critical questions about the uneven geographies of the pandemic in particular. COVID-19, perhaps more so than any recent outbreak of infectious disease, has been framed by discourses that make much of common responsibilities and in particular of national collectives. Such a collective response has helped to save lives, particularly in countries that acted swiftly and decisively: “go hard, go early” in the words of New Zealand PM Jacinda Ardern. Yet at the same time it is necessary to consider the narrative framing of this pandemic alongside the material realities and situated politics that shaped peoples lives before, during, and no doubt, after, its arrival. For as the burden of this disease is mapped and disaggregations of which communities, classes and social groups have been most affected become available, it is equally clear that we are not all “in this together” in quite the same ways.

scholarly journals ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY

2021 ◽  
Vol 32 (2) ◽  
pp. 316
Author(s):  
Rentauli Maria Silalahi
Keyword(s):  
Undergraduate Students ◽  
Teaching Practices ◽  
Student Evaluation ◽  
Private University ◽  
Structured Interviews ◽  
Student Evaluation Of Teaching ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Evaluation Of Teaching ◽  
The University

Student evaluation of teaching (SET) has been proven to improve teachers’ teaching practices and students’ learning experiences despite being used commonly for accountability purposes. Indonesian teachers’ perceptions of SET, however, remain largely unexplored. This qualitative study therefore investigated how four Indonesian university teachers perceived SET, how SET impacted their teaching practices and what roles they believed the university should play in implementing SET properly. The participants taught English to undergraduate students in an Indonesian private university. Data were collected using semi-structured interviews and analysed using qualitative methods. The teachers perceived SET positively, had made conscious changes to improve their teaching practices and students’ learning, and believed the institution had facilitated teachers in meeting students’ needs, especially during the campus closure due to the COVID-19 pandemic, which led to a transition to online learning. The institution where the participants taught implemented SET only for formative or improvement purposes. Using SET for such purposes is important as it is more likely to cause teachers less pressure and anxiety. Hence, teachers are willing to act upon the student feedback. Meanwhile, using SET for accountability purposes may create extra work for teachers and make them feel manipulated and untrusted.

scholarly journals Serendipity – Surprises in critical reflection on supervision

2010 ◽  
Vol 22 (2) ◽  
pp. 53-61
Author(s):  
Helen Simmons ◽  
Charmaine Wheeler
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Secondary School ◽  
Learning Styles ◽  
Critical Reflection ◽  
Body Of Knowledge ◽  
Aotearoa New Zealand ◽  
Zealand Secondary School ◽  
Model Of Practice ◽  
Work Student

This paper was presented at the April 2010 supervision conference in Auckland and is a sequel to ‘Loitering with intent – a model of practice for working in a New Zealand secondary school’, Aotearoa New Zealand Social Work 2009 Vol 21(3).Do we know what happens in supervision and how it matters? Through the process of preparing a conference presentation on another kaupapa, a fieldwork supervisor discovers a story that her supervisee wants to tell. This paper contributes to the growing body of knowledge about fieldwork supervision from a supervisee perspective. It highlights the effects of using learning styles to encourage the integration of practice and theory with a social work student. The presentation utilises a dialogue format to mirror what unfolded when the supervisor asked her supervisee ‘What was it about supervision that was so important to the success of the placement?’

Raising (Issues About) the Banner

2016 ◽  
Vol 2 ◽  
pp. 83
Author(s):  
Keith Tudor
Keyword(s):  
New Zealand ◽  
Political Theory ◽  
Social Action ◽  
Critical Reflection ◽  
Political Life ◽  
Political Analysis ◽  
Aotearoa New Zealand

Reviewing the historicity of flags in this country, and psychological as well as sociological and political theory, this article offers a critical reflection on the recent flag debate in Aotearoa New Zealand. As such, the article reflects the author’s interest in the psychotherapy of politics, which includes: ‘a range of attempts to understand and to evaluate political life through the application of psychotherapeutic concepts’. This and other contributions to putting culture—and politics—on the couch not only aim to develop a political analysis that is more psychologically and psychotherapeutically informed, but also to help people move from reaction and inaction through insight to social action.  

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