Initial teacher education and the New Zealand curriculum (original) (raw)
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Initial teacher eduction and the a New Zealand curriculum
Waikato Journal of Education, 2010
New Zealand teacher educators are faced with the challenge of how to prepare their student teachers to become beginning teachers who are able to base their teaching upon the national curriculum. To meet this challenge, designers of initial teacher education (ITE) programmes need to consider the interface between ITE curriculum and the legislated curriculum for schools. This paper looks at some of the historical influences upon the curriculum in both initial teacher education and schools by examining wider contextual influences. We point out that in ITE there has been an ongoing search for the most appropriate knowledge base for teaching, a search that is made problematic due to differing views of knowledge, teaching and learning We argue that in spite of these differences, there is benefit in an ITE curriculum that has a close relationship with the school curriculum in terms of what is learned and the teaching and learning approaches. New Zealand has a revised national curriculum for schools (Ministry of Education, 2007) that schools are expected to implement from 2010. In preparing student teachers to become beginning teachers, ITE providers are in a phase of designing learning experiences that link ITE curriculum and school curriculum. This process is problematic, for there are various internal and external pressures that lead to a crowded ITE curriculum and challenge ITE autonomy and innovation in curriculum decisionmaking.
Waikato Journal of Education, 2011
Teacher educators in New Zealand are charged with supporting student teachers' understandings of the New Zealand Curriculum document (Ministry of Education, 2007). Integral to this challenge is the need to provide relevant knowledge and understandings that are contextually and pedagogically appropriate (Fullan, 2007; Jasman, 2003). Aspects of the "front end" of the New Zealand Curriculum document such as the vision, principles, values and key competencies along with the learning area statements need to be understood by newly graduated teachers who will be applying this curriculum in their own classrooms. This paper reports on ongoing research investigating and reflecting on student-teacher understandings of these components of the New Zealand curriculum, on completion of three different compulsory papers within the Bachelor of Teaching degree and Graduate Diploma of Teaching (Primary). Implications for pre-service teacher education and for supporters of provisionally registered teachers are considered.
aims of education and initial teacher education programmes in New Zealand
2016
Initial teacher education (ITE) programmes must take into account much more than just the current school curricula; they must also prepare student teachers for entry into a teaching environment that is likely to be very different from whence they came. At the same time, funding constraints, quality standards and potentially opposed stakeholder expectations provide an ongoing challenge. The New Zealand school system is undergoing major change as it introduces a new national curriculum focussed on outcomes. This new curriculum requires schools to design and review their own curricula within the framework of national philosophy and guidelines rather than according to prescriptions relating to the subjects that make up the curriculum. New Ministry of Education initiatives targeting senior students and Mori and Pasifika students require teachers to keep what is best for the student at the forefront of their teaching and decision-making. ITE programmes must ensure these considerations are...
Currently the New Zealand school system is undergoing changes as it introduces a new national curriculum. The New Zealand Curriculum is focussed on outcomes and provides the underlying philosophy, guidelines and framework for schools to design and review their curriculum. In addition, teachers need to incorporate several other Ministry initiatives such as Schools Plus, Ka Hikitea – Managing for Success – the Maori Education Strategy from 2008 to 2012 and The Pasifika Education Plan, 2006-2010. For all of these initiatives, teachers need to keep what is best for the student at the forefront of their teaching and decision-making. Initial teacher education programmes need to respond to these initiatives, in terms of overarching philosophy, course structure and practical applications in courses. We have used the teacher education for the future project to help us identify key aspects of our initial teacher education programmes that need attention. This project is very timely in that it ...
Journal of Education for Teaching, 2010
This paper reports on the research project ‘Shifting conceptualisations of knowledge and learning in the integration of the new New Zealand Curriculum (NZC) in initial and continuing teacher education’, which was funded by the Teaching and Learning Research Initiative of the New Zealand government. The project maps the learning processes of practitioner‐researchers in their initiatives in the integration of the new NZC in their teacher education practices. The project is informed by discursive approaches that emphasise the instability of signification and the location of the subject in language. It used a range of specific conceptual and pedagogical tools designed to bridge theoretical debates relevant to the implementation of the NZC and the research itself. This research focuses on teacher educators’ narratives and strategies used to negotiate their theories/practices and subjectivities within the complexities and constraints of their own narratives, institutions and communities. The first part of this paper provides a brief overview of the theoretical and methodological frameworks of the research, and three of the conceptual tools used to bridge theoretical debates. The second part presents a snapshot of one case study, offering a situated analysis of a small part of the data collected in a graduate teacher education course focusing on social and cultural studies. This paper is written with a view to illustrate the benefits and challenges of engaging with theory through conceptual tools developed with the aim to create different possibilities for the production of meaning around pedagogical practices in teacher education.
2008
Initial teacher education (ITE) programmes must take into account much more than just the current school curricula; they must also prepare student teachers for entry into a teaching environment that is likely to be very different from whence they came. At the same time, funding constraints, quality standards and potentially opposed stakeholder expectations provide an ongoing challenge. The New Zealand school system is undergoing major change as it introduces a new national curriculum focussed on outcomes. This new curriculum requires schools to design and review their own curricula within the framework of national philosophy and guidelines rather than according to prescriptions relating to the subjects that make up the curriculum. New Ministry of Education initiatives targeting senior students and MƗori and Pasifika students require teachers to keep what is best for the student at the forefront of their teaching and decisionmaking. ITE programmes must ensure these considerations are evident in their overarching philosophy, course structure and practice. Teacher education programmes at the University of Canterbury are currently under review. As part of this process, we used the international Teacher Education for the Future project to help us identify aspects of the programmes needing attention. We asked stakeholders (teachers, student teachers and teacher educators) to rank the aims of education and their preferred future focus for ITE programmes. This paper reports the findings and discusses their implication for the design and facilitation of the university's ITE courses.
Initial teacher education (ITE) programmes must take into account much more than just the current school curricula; they must also prepare student teachers for entry into a teaching environment that is likely to be very different from whence they came. At the same time, funding constraints, quality standards and potentially opposed stakeholder expectations provide an ongoing challenge. The New Zealand school system is undergoing major change as it introduces a new national curriculum focussed on outcomes. This new curriculum requires schools to design and review their own curricula within the framework of national philosophy and guidelines rather than according to prescriptions relating to the subjects that make up the curriculum. New Ministry of Education initiatives targeting senior students and M ori and Pasifika students require teachers to keep what is best for the student at the forefront of their teaching and decisionmaking. ITE programmes must ensure these considerations are...
This research project tracked the engagement of eight teacher educators with theoretical discussions related to knowledge societies and post-modernity and traced the effect of this exercise on their conceptualisations of knowledge and learning in the incorporation of the New Zealand Curriculum (NZC) document (2007) in initial and in-service teacher education during 2009 and 2010. As part of the project, teacher educators undertook pedagogical initiatives with students in initial teacher education (ite) and teachers from schools who were engaged in teacher professional learning, and they researched their own practice. the project sought to contribute to the understanding of how to best support teacher educators, teachers and student teachers to explore and critically engage with twenty-first century conceptualisations of knowledge and learning, and how they affected pedagogical practices.
Deconstructing initial teacher education: a critical approach
International Journal of Inclusive Education, 2019
The paper explores the development and facilitation of a new initial teacher education (ITE) programme underpinned by critical perspectives. It looks at the past and existing influences that have shaped the ways schooling is understood and operationalised in Aotearoa New Zealand. Through an 11-month ethnographic case study approach, the paper discusses an investigation of how a cohort of teacher educators attempt to highlight and deconstruct inequities underlying contemporary educational practices to student teachers. The purpose is to prepare emergent teachers who will be socially conscious of the purposes of education and to reconceptualise teaching with the learning outcomes of classroom students at the centre of education.
Initial teacher education policy and practice
Ministry of Education …, 2005
The purpose of this study was to generate a systematic description of policy and practice across qualifications of initial teacher education in Aotearoa New Zealand. The study was conducted in two phases. Data from publicly-available documentation of the 27 providers ...