Pub Date : 2023-05-31DOI: 10.1007/s40841-023-00289-0
Christopher Burns
{"title":"State Education and Historical Reappraisal: Changes to the Draft Version of the Aotearoa New Zealand’s Histories Curriculum Content","authors":"Christopher Burns","doi":"10.1007/s40841-023-00289-0","DOIUrl":"https://doi.org/10.1007/s40841-023-00289-0","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48355773","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 : 2023-05-22DOI: 10.1007/s40841-023-00288-1
A. Wells
{"title":"Review of Teaching for Complex Systems Thinking. By Rosemary Hipkins (2021)","authors":"A. Wells","doi":"10.1007/s40841-023-00288-1","DOIUrl":"https://doi.org/10.1007/s40841-023-00288-1","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47206426","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 : 2023-05-19DOI: 10.1007/s40841-023-00291-6
Donna O'Donnell, Mark Orams, Heike Schänzel
This paper addresses the dearth of research into the roles high school teachers play in organising and leading international study tours offered by high schools in New Zealand (prior to the COVID-19 pandemic). The aim of this paper is to provide insights into the motivations and experiences of teachers involved in these tours. A grounded theory approach was used, and qualitative data were collected via face-to-face interviews with eight teachers forming the basis of the development of a theory which proposes that both navigating and negotiating learning experiences are key aspects of the teacher's role. Data revealed that the expectations and challenges placed upon the teachers had implications for their personal and professional lives. The tension between teachers' perceived obligations for the safety of the students and the adolescent's desire for freedom to explore whilst travelling proved difficult to resolve and teachers questioned the sacrifices they personally needed to make.
{"title":"Above and Beyond: A Grounded Theory of Aotearoa/New Zealand High School Teachers' Perspectives on International Study Tours.","authors":"Donna O'Donnell, Mark Orams, Heike Schänzel","doi":"10.1007/s40841-023-00291-6","DOIUrl":"10.1007/s40841-023-00291-6","url":null,"abstract":"<p><p>This paper addresses the dearth of research into the roles high school teachers play in organising and leading international study tours offered by high schools in New Zealand (prior to the COVID-19 pandemic). The aim of this paper is to provide insights into the motivations and experiences of teachers involved in these tours. A grounded theory approach was used, and qualitative data were collected via face-to-face interviews with eight teachers forming the basis of the development of a theory which proposes that both navigating and negotiating learning experiences are key aspects of the teacher's role. Data revealed that the expectations and challenges placed upon the teachers had implications for their personal and professional lives. The tension between teachers' perceived obligations for the safety of the students and the adolescent's desire for freedom to explore whilst travelling proved difficult to resolve and teachers questioned the sacrifices they personally needed to make.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10196302/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47619667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-13DOI: 10.1007/s40841-023-00287-2
Joyce Hwee Ling Koh, Ben Kei Daniel, Angela C Greenman
Online learning dexterity, or the ability to effortlessly adapt to online learning situations, has become critical since the COVID-19 pandemic, but its processes are not well-understood. Using grounded theory, this study develops a paradigm model of online learning dexterity from semi-structured interviews with 32 undergraduate and postgraduate students from a university in New Zealand. Through students' online learning experiences during the pandemic from 2020 to 2021, online learning dexterity is found to be how students make online learning 'just as good' as face-to-face learning by creating and adjusting five learning manoeuvres according to developing online learning circumstances. Undergraduates and postgraduates re-use familiar study strategies as deep learning manoeuvres, but undergraduates restrict support-seeking manoeuvres to lecturers. Technical problems with online systems and poor course organisation by lecturers affected learning productivity, resulting in the need for more time optimisation manoeuvres. Social support helped students activate persistence manoeuvres to sustain online class attendance. However, undergraduates had more problems sustaining interest and engagement during class as they were not as proficient with using learning presence manoeuvres as postgraduates enrolled in distance learning programmes. The theoretical and practical significance of online learning dexterity for post-pandemic higher education is discussed.
{"title":"Adaptiveness for Online Learning: Conceptualising 'Online Learning Dexterity' from Higher Education Students' Experiences.","authors":"Joyce Hwee Ling Koh, Ben Kei Daniel, Angela C Greenman","doi":"10.1007/s40841-023-00287-2","DOIUrl":"10.1007/s40841-023-00287-2","url":null,"abstract":"<p><p>Online learning dexterity, or the ability to effortlessly adapt to online learning situations, has become critical since the COVID-19 pandemic, but its processes are not well-understood. Using grounded theory, this study develops a paradigm model of online learning dexterity from semi-structured interviews with 32 undergraduate and postgraduate students from a university in New Zealand. Through students' online learning experiences during the pandemic from 2020 to 2021, online learning dexterity is found to be how students make online learning 'just as good' as face-to-face learning by creating and adjusting five learning manoeuvres according to developing online learning circumstances. Undergraduates and postgraduates re-use familiar study strategies as <i>deep learning manoeuvres,</i> but undergraduates restrict <i>support-seeking manoeuvres</i> to lecturers. Technical problems with online systems and poor course organisation by lecturers affected learning productivity, resulting in the need for more <i>time optimisation manoeuvres</i>. Social support helped students activate <i>persistence manoeuvres</i> to sustain online class attendance. However, undergraduates had more problems sustaining interest and engagement during class as they were not as proficient with using <i>learning presence manoeuvres</i> as postgraduates enrolled in distance learning programmes. The theoretical and practical significance of online learning dexterity for post-pandemic higher education is discussed.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10182339/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45280166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-06DOI: 10.1007/s40841-023-00284-5
J. McPhillips, N. E. Melvin, T. Carlyon, A. Fisher, R. Merry
{"title":"Providing a New Pathway Into the Primary Teaching Profession: Reflecting on the First Year of a New Field-Based, Online, Bicultural Programme in Aotearoa/New Zealand","authors":"J. McPhillips, N. E. Melvin, T. Carlyon, A. Fisher, R. Merry","doi":"10.1007/s40841-023-00284-5","DOIUrl":"https://doi.org/10.1007/s40841-023-00284-5","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44999131","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 : 2023-03-16DOI: 10.1007/s40841-023-00279-2
Jess Fenwick, Stephanie Kelly
{"title":"Right Here, Right Now: Effective Interprofessional Collaboration in Education from the Perspectives of Primary School Teachers in Aotearoa New Zealand","authors":"Jess Fenwick, Stephanie Kelly","doi":"10.1007/s40841-023-00279-2","DOIUrl":"https://doi.org/10.1007/s40841-023-00279-2","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47536708","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 : 2023-02-03DOI: 10.1007/s40841-023-00277-4
M. Stuart
{"title":"Review of Fragments from a Contested Past: Remembrance, Denial, and New Zealand History. By Joanna Kidman, Vincent O’Malley, Liana MacDonald, Tom Roa, and Keziah Wallis. (2022)","authors":"M. Stuart","doi":"10.1007/s40841-023-00277-4","DOIUrl":"https://doi.org/10.1007/s40841-023-00277-4","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47118987","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 : 2023-01-20DOI: 10.1007/s40841-023-00274-7
G. Stewart
{"title":"Review of A Fire in the Belly of Hineāmaru / Ka Ngāngana Tonu a Hineāmaru. Nā Melinda Webber rāua ko Te Kapua O’Connor (2022)","authors":"G. Stewart","doi":"10.1007/s40841-023-00274-7","DOIUrl":"https://doi.org/10.1007/s40841-023-00274-7","url":null,"abstract":"","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42623643","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 : 2023-01-01Epub Date: 2023-03-21DOI: 10.1007/s40841-023-00281-8
Danping Wang, Claudia Mason
This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243-262, 2021, 10.1080/13664530.2021.1874500) to examine the experiences of one particular novice non-native Mandarin Chinese teacher at a university in New Zealand. A case study design was employed to track the identity negotiations of this European non-native Chinese speaker during 12 weeks of her first semester of teaching. Analysis of the data revealed nine subcategories within the psychological, behavioural, and relational domains according to the Identity Triangle Model. The findings suggest that this new non-native speaker teacher viewed her as an accidental teacher, exploring a teaching career without a strong instrumentalist aspiration or a clear career path in language teaching. Instead, she was more motivated by a desire for personal growth and the opportunity to reinvent themselves in a new cultural context. The results of this study offer theoretical implications for the adoption of a unified framework in future research on the identity of first-time language teachers, and practical implications for developing sustainable strategies aimed at recruiting and retaining non-native speaker teachers in foreign language education.
本研究利用身份三角模型(Dugas in Teach Dev 25(3):243-26202110.1080/13664530.2021.8874500)来检验新西兰一所大学一位非母语普通话教师的经历。采用案例研究设计,追踪了这位欧洲非母语中国人在第一学期教学的12周内的身份谈判。根据身份三角模型,对数据的分析揭示了心理、行为和关系领域中的九个子类别。研究结果表明,这位新来的非母语教师将她视为一位偶然的教师,在没有强烈的工具主义愿望或明确的语言教学职业道路的情况下探索教学生涯。相反,她更有动力追求个人成长,并有机会在新的文化背景下重塑自己。这项研究的结果为在未来研究首次担任语言教师的身份时采用统一的框架提供了理论启示,并为制定旨在在外语教育中招聘和留住非母语教师的可持续战略提供了实际启示。
{"title":"Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis.","authors":"Danping Wang, Claudia Mason","doi":"10.1007/s40841-023-00281-8","DOIUrl":"10.1007/s40841-023-00281-8","url":null,"abstract":"<p><p>This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243-262, 2021, 10.1080/13664530.2021.1874500) to examine the experiences of one particular novice non-native Mandarin Chinese teacher at a university in New Zealand. A case study design was employed to track the identity negotiations of this European non-native Chinese speaker during 12 weeks of her first semester of teaching. Analysis of the data revealed nine subcategories within the psychological, behavioural, and relational domains according to the Identity Triangle Model. The findings suggest that this new non-native speaker teacher viewed her as an accidental teacher, exploring a teaching career without a strong instrumentalist aspiration or a clear career path in language teaching. Instead, she was more motivated by a desire for personal growth and the opportunity to reinvent themselves in a new cultural context. The results of this study offer theoretical implications for the adoption of a unified framework in future research on the identity of first-time language teachers, and practical implications for developing sustainable strategies aimed at recruiting and retaining non-native speaker teachers in foreign language education.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10028779/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9898282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01Epub Date: 2023-02-27DOI: 10.1007/s40841-023-00278-3
Jenny Ritchie
This paper discusses data from a survey of New Zealand teachers conducted in 2020 during the first months of the COVID-19 pandemic. It considers this data in the light of a series of contexts: Te Tiriti o Waitangi; social inequalities particularly in relation to the impacts of colonisation and neoliberal social and economic policies on Māori; the New Zealand government's commitment to wellbeing; Te Ara Waiora, a Māori model of wellbeing utilised by the New Zealand Treasury; and the status of the teaching profession in Aotearoa New Zealand. Using data from the teachers' responses to the survey, it outlines ways in which wellbeing was prioritised by teachers during these early months of the pandemic, when teachers were suddenly required to pivot to online teaching. It argues that the wellbeing values as espoused in te ao Māori, a Māori worldview, and those articulated by teachers provide inspiration for a pathway beyond the privations of the pandemic.
本文讨论了2020年新冠肺炎大流行头几个月对新西兰教师进行的调查数据。它根据一系列背景来考虑这些数据:Te Tiriti o Waitangi;社会不平等,特别是殖民主义和新自由主义社会和经济政策对毛利人的影响;新西兰政府对福祉的承诺;Te Ara Waiora,新西兰财政部使用的毛利幸福模式;以及新西兰奥特亚的教师职业状况。利用教师对调查的回应数据,它概述了在疫情的最初几个月,当教师突然被要求转向在线教学时,教师如何优先考虑幸福感。它认为,毛利人的世界观te ao Māori所信奉的幸福价值观,以及教师所表达的价值观,为摆脱疫情带来的贫困提供了灵感。
{"title":"Wellbeing Learnings from Pandemic Pedagogies in Aotearoa New Zealand.","authors":"Jenny Ritchie","doi":"10.1007/s40841-023-00278-3","DOIUrl":"10.1007/s40841-023-00278-3","url":null,"abstract":"<p><p>This paper discusses data from a survey of New Zealand teachers conducted in 2020 during the first months of the COVID-19 pandemic. It considers this data in the light of a series of contexts: Te Tiriti o Waitangi; social inequalities particularly in relation to the impacts of colonisation and neoliberal social and economic policies on Māori; the New Zealand government's commitment to wellbeing; Te Ara Waiora, a Māori model of wellbeing utilised by the New Zealand Treasury; and the status of the teaching profession in Aotearoa New Zealand. Using data from the teachers' responses to the survey, it outlines ways in which wellbeing was prioritised by teachers during these early months of the pandemic, when teachers were suddenly required to pivot to online teaching. It argues that the wellbeing values as espoused in te ao Māori, a Māori worldview, and those articulated by teachers provide inspiration for a pathway beyond the privations of the pandemic.</p>","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9970118/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9909721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}