Pub Date : 2017-12-19DOI: 10.26686/NZAROE.V22I0.4153
Lex McDonald, Rasela Tufue-Dolgoy
Initial teacher education is a complex multifaceted process with one of the pivotal components being transfer of the training. In the past, minimal attention has been given to how teacher educators interact with student teachers to facilitate implementation of ideas in the classroom. The purpose of this study was to explore teacher educators’ knowledge of transfer of training as an approach to assisting student teachers achieve outcomes in the classroom. It was an exploratory qualitative study and 16 teacher educators (10 New Zealanders and 5 Samoan) were interviewed. The findings from the two sets of educators were similar but a few differences were noted. The teacher educators understood transfer as an important concept and practice involving a set of key players. They could not specifically link their practice to transfer theories, strategies or a strategic framework for implementation. Knowledge of transfer effectiveness and the means of evaluating its occurrence were largely unknown as was the literature on transfer barriers. Nevertheless, most could relate their approach to a transfer process and report successes but it was concluded that they were largely uninformed by the transfer of training literature. Implications for practice and the need for future research were outlined.
{"title":"Facilitating Transfer of Training in NZ and Samoan Student Teachers","authors":"Lex McDonald, Rasela Tufue-Dolgoy","doi":"10.26686/NZAROE.V22I0.4153","DOIUrl":"https://doi.org/10.26686/NZAROE.V22I0.4153","url":null,"abstract":"Initial teacher education is a complex multifaceted process with one of the pivotal components being transfer of the training. In the past, minimal attention has been given to how teacher educators interact with student teachers to facilitate implementation of ideas in the classroom. The purpose of this study was to explore teacher educators’ knowledge of transfer of training as an approach to assisting student teachers achieve outcomes in the classroom. It was an exploratory qualitative study and 16 teacher educators (10 New Zealanders and 5 Samoan) were interviewed. The findings from the two sets of educators were similar but a few differences were noted. The teacher educators understood transfer as an important concept and practice involving a set of key players. They could not specifically link their practice to transfer theories, strategies or a strategic framework for implementation. Knowledge of transfer effectiveness and the means of evaluating its occurrence were largely unknown as was the literature on transfer barriers. Nevertheless, most could relate their approach to a transfer process and report successes but it was concluded that they were largely uninformed by the transfer of training literature. Implications for practice and the need for future research were outlined.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124188179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-19DOI: 10.26686/NZAROE.V22I0.4149
J. Furness, J. Hunter
Policy aimed at increasing adult literacy and numeracy skills has been a strong focus of the New Zealand Ministry of Education since the launch of More than Words: The New Zealand Adult Literacy Strategy in 2001. This policy and the foundation learning strand in consecutive Tertiary Education Strategies since 2002 have involved significant sector investment. This article examines the current state of adult literacy policy, its trajectory, potential, and pitfalls. Applying a sociomaterial perspective, we explore how the discourse of adult literacy is well embedded in dominant ideologies of individual responsibility and entrepreneurialism. We argue that interest in other perspectives that offer the hope of a more inclusive society must be supported through broad dissemination of alternative material text and artefacts.
{"title":"Adult literacy in Aotearoa New Zealand: Policy, potential and pitfalls","authors":"J. Furness, J. Hunter","doi":"10.26686/NZAROE.V22I0.4149","DOIUrl":"https://doi.org/10.26686/NZAROE.V22I0.4149","url":null,"abstract":"Policy aimed at increasing adult literacy and numeracy skills has been a strong focus of the New Zealand Ministry of Education since the launch of More than Words: The New Zealand Adult Literacy Strategy in 2001. This policy and the foundation learning strand in consecutive Tertiary Education Strategies since 2002 have involved significant sector investment. This article examines the current state of adult literacy policy, its trajectory, potential, and pitfalls. Applying a sociomaterial perspective, we explore how the discourse of adult literacy is well embedded in dominant ideologies of individual responsibility and entrepreneurialism. We argue that interest in other perspectives that offer the hope of a more inclusive society must be supported through broad dissemination of alternative material text and artefacts.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127445892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-19DOI: 10.26686/NZAROE.V22I0.4152
S. Hansen, Alison Sewell, S. Fernando, Abdelhamid Safa
{"title":"Enhancing student teacher self-efficacy beliefs to teach priority learners in New Zealand","authors":"S. Hansen, Alison Sewell, S. Fernando, Abdelhamid Safa","doi":"10.26686/NZAROE.V22I0.4152","DOIUrl":"https://doi.org/10.26686/NZAROE.V22I0.4152","url":null,"abstract":"","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128377476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-19DOI: 10.26686/NZAROE.V22I0.4157
J. Higgins, Sue Cherrington
{"title":"Education policy and practice: At the crossroads","authors":"J. Higgins, Sue Cherrington","doi":"10.26686/NZAROE.V22I0.4157","DOIUrl":"https://doi.org/10.26686/NZAROE.V22I0.4157","url":null,"abstract":"","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132540557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-19DOI: 10.26686/NZAROE.V22I0.4142
M. Thrupp
New Zealand’s National Standards policy has been deeply controversial in the education sector, especially amongst primary teachers and principals. This article provides a view of the National Standards from their introduction up until 2016, nearly a decade after they were first mooted. The issues covered: (i) offer retrospective insights, (ii) acknowledge continuing uncertainties, or (iii) ask questions that had become newly relevant by 2016. They include processes within the Ministry of Education, the role of advisory groups, the public release of National Standards data, and the origins and impact of the National Standards. They also include whether teachers and principals have been gradually won over to the National Standards, use of the National Standards in ‘social investment’, the Progress and Consistency Tool and possible wider political purposes of headline policies like the National Standards. A theme that connects the issues is concern about policy processes. The article concludes by calling for a more genuine commitment by Government to evidence-informed policy.
{"title":"National Standards 2016: Retrospective insights, continuing uncertainties and new questions","authors":"M. Thrupp","doi":"10.26686/NZAROE.V22I0.4142","DOIUrl":"https://doi.org/10.26686/NZAROE.V22I0.4142","url":null,"abstract":"New Zealand’s National Standards policy has been deeply controversial in the education sector, especially amongst primary teachers and principals. This article provides a view of the National Standards from their introduction up until 2016, nearly a decade after they were first mooted. The issues covered: (i) offer retrospective insights, (ii) acknowledge continuing uncertainties, or (iii) ask questions that had become newly relevant by 2016. They include processes within the Ministry of Education, the role of advisory groups, the public release of National Standards data, and the origins and impact of the National Standards. They also include whether teachers and principals have been gradually won over to the National Standards, use of the National Standards in ‘social investment’, the Progress and Consistency Tool and possible wider political purposes of headline policies like the National Standards. A theme that connects the issues is concern about policy processes. The article concludes by calling for a more genuine commitment by Government to evidence-informed policy.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130188575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-19DOI: 10.26686/NZAROE.V22I0.4147
Madoka Takemoto, Carolyn Tait, Margaret Gleeson
{"title":"Much more than talking: An emergent bilingual learner’s interactions in a New Zealand early childhood centre","authors":"Madoka Takemoto, Carolyn Tait, Margaret Gleeson","doi":"10.26686/NZAROE.V22I0.4147","DOIUrl":"https://doi.org/10.26686/NZAROE.V22I0.4147","url":null,"abstract":"","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129724972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-19DOI: 10.26686/nzaroe.v22i0.4151
Fuapepe Rimoni
This paper draws on a recent doctoral study which demonstrated ways that Tama Samoa (Samoan boys) enact their identities as Samoans authentically within the New Zealand secondary school context. Identity is complex and is not generally taken into consideration in the literature on education success and achievement of Pacific students in New Zealand. Recognising Pacific identities as being fluid, diverse and multi‐dimensional, and engaging with the voices of tama Samoa enables a greater understanding and thus better support for tama Samoa and their educational success within the secondary school context.
{"title":"Tama Samoa: Exploring Identities in Secondary School","authors":"Fuapepe Rimoni","doi":"10.26686/nzaroe.v22i0.4151","DOIUrl":"https://doi.org/10.26686/nzaroe.v22i0.4151","url":null,"abstract":"This paper draws on a recent doctoral study which demonstrated ways that Tama Samoa (Samoan boys) enact their identities as Samoans authentically within the New Zealand secondary school context. Identity is complex and is not generally taken into consideration in the literature on education success and achievement of Pacific students in New Zealand. Recognising Pacific identities as being fluid, diverse and multi‐dimensional, and engaging with the voices of tama Samoa enables a greater understanding and thus better support for tama Samoa and their educational success within the secondary school context.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114379422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-19DOI: 10.26686/NZAROE.V22I0.4144
J. Lee-Morgan, M. Muller
{"title":"On the stage Māori medium ITE: Listening to students’ voices","authors":"J. Lee-Morgan, M. Muller","doi":"10.26686/NZAROE.V22I0.4144","DOIUrl":"https://doi.org/10.26686/NZAROE.V22I0.4144","url":null,"abstract":"","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129255323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-19DOI: 10.26686/NZAROE.V22I0.4148
Sue Cherrington
Institute for Early Childhood Studies, Faculty of Education, Victoria University of Wellington This article traces shifts in the New Zealand early childhood professional, regulatory and policy landscape, and examines how these shifts create challenges and opportunities for early childhood teachers’ engagement in professional learning and development (PLD). It presents current understandings about effective PLD for teachers in the early childhood and wider education literature before arguing that professional learning communities offer promising opportunities to support early childhood teachers’ engagement in effective PLD in a shifting policy and practice landscape.
{"title":"Professional learning and development in early childhood education: A shifting landscape of policies and practice","authors":"Sue Cherrington","doi":"10.26686/NZAROE.V22I0.4148","DOIUrl":"https://doi.org/10.26686/NZAROE.V22I0.4148","url":null,"abstract":"Institute for Early Childhood Studies, Faculty of Education, Victoria University of Wellington This article traces shifts in the New Zealand early childhood professional, regulatory and policy landscape, and examines how these shifts create challenges and opportunities for early childhood teachers’ engagement in professional learning and development (PLD). It presents current understandings about effective PLD for teachers in the early childhood and wider education literature before arguing that professional learning communities offer promising opportunities to support early childhood teachers’ engagement in effective PLD in a shifting policy and practice landscape.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125062308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-11DOI: 10.26686/NZAROE.V0I14.1492
Lex McDonald
Most teacher development programmes emphasise education and experience, the “what” and “how” of teaching. This article hypothesises that training is often overlooked as a powerful component of teacher development, consequently making achievement of expertise more problematic. Training can help the teacher move to higher levels of performance when the “what” and “how” are linked. Furthermore, it is suggested that transfer is a means of cementing this linking of the education, training and experiences of teachers so that on-the-job performance is sustained. Teacher educators need to know “why” some development strategies are used for transfer and, in particular, highlight those that provide understanding and experience “with” others.
{"title":"Teacher Education, Training and Experience: Knowing What, How, When, Why and With","authors":"Lex McDonald","doi":"10.26686/NZAROE.V0I14.1492","DOIUrl":"https://doi.org/10.26686/NZAROE.V0I14.1492","url":null,"abstract":"Most teacher development programmes emphasise education and experience, the “what” and “how” of teaching. This article hypothesises that training is often overlooked as a powerful component of teacher development, consequently making achievement of expertise more problematic. Training can help the teacher move to higher levels of performance when the “what” and “how” are linked. Furthermore, it is suggested that transfer is a means of cementing this linking of the education, training and experiences of teachers so that on-the-job performance is sustained. Teacher educators need to know “why” some development strategies are used for transfer and, in particular, highlight those that provide understanding and experience “with” others.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125918171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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