Contents

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Volume 11, Issue 1, 2014

National Editorial Board and Editorial Committee


EDITORIAL

Concluding Editorial – The Future of Teacher Professionalism and Professionality in Teaching
JOHN O’NEILL & PAUL ADAMS

This editorial is our last as joint editors. From Volume 11, Issue 2, guardianship of the journal will move to a new team based at Auckland University of Technology: Leon Benade, Nesta Devine and Joce Jesson. We are very pleased that the work of the journal will continue, but for us it is time to hand over after 21 issues and more than a decade ...

 

EARLY CHILDHOOD EDUCATION

'One Nearly Landed On My Finger’: A Forest Kindergarten In Rural New Zealand
DYLAN BRAITHWAITE

Once a week, since March of this year, ten four-year-old children, their teacher and at least two parent helpers depart the kindergarten at 9:00 am and leave for a day in the ‘forest’. After a few minutes walk the group make basecamp at O’Connor’s Bush Reserve, in the small rural Wairarapa town of Greytown, and the reserve becomes the context for the kindergarten day. The Forest Kindergarten programme has its antecedents in extensive work undertaken by the teaching team under the general heading of ‘sustainability’. The following is a description of our sustainability story and the development of our Forest Kindergarten programme ...

Early Childhood Field-based Initial Teacher Education in New Zealand. A Valid Choice?
CHRISTINE COOMBES & NICOLE DOWNIE

This article provides an insight into the background and philosophy of field-based teacher education in the early childhood sector. Throughout, we discuss why such programmes should be considered as a valid choice for both students and ITE providers ...

Five- and Six-Year-Olds at Kindergarten: Miss Morris’ Experimental Primary Class, Wellington Free Kindergarten Association 1921–27
KERRY BETHELL

Between 1921 and 1927, the Wellington Free Kindergarten Association (WFKA) offered selected children turning five, and about to enrol in the state school system, the opportunity to stay at kindergarten for a further two years. With the approval of education officials, these children became students of a kindergarten-based primary class for five- and six-year-olds and taught the school curriculum according to Froebel’s play-based pedagogy for children from 3 to 7 years. This paper pieces together fragments of data from a range of discrete material sources that, whilst scanty in nature, together help illuminate the aspirations, expectations and experiences of those involved in the experimental project; in particular, the first fifteen children enrolled in 1921 and their teacher Miss Edna Morris ...

A Competence-based Approach in Portuguese Early Childhood Education
ISABEL SIMÕES DIAS AND ISABEL KOWALSKI

This paper reports on a Portuguese study in a teacher education context (Polytechnic Institute of Leiria). Starting from a concept of competence that considers the subject, action and context, students in the teacher education course (the Degree in Early Childhood Education) made lesson plans during the academic year of 2008/2009 in accordance with the Portuguese national guidelines. These curriculum guidelines do not identify the competences that children should develop. However, the competences identified by students in their lesson plans concerning the curricular areas (area of personal and social education, area of world knowledge, area of expression and communication) were grouped and analysed in relationship to the concept of competences previously assumed ...

 

COMPULSORY EDUCATION

Redefining Appraisal: Giving Teachers Ownership of their Practice
JANELLE MCKENZIE

Appraisal has, for many years, been seen as something ‘done’ to teachers. It has simply been that bit extra that needed to be completed each year to ensure teachers could teach one more year. This article reports on a study aimed to change this view and give teachers ownership of the appraisal process through self-directed professional development within a collaborative and collegial environment. The study demonstrated the need for teachers to direct their own professional development and learning within an open and supportive environment where they felt safe to ‘take a chance’. In enabling and supporting teachers to do this, a structured portfolio ‘skeleton’ was developed ...

The Potential of eCoaching and eMentoring: Making a Case for the Introduction of Sustainable eCoaching and eMentoring Programmes in New Zealand Schools
TIM BULLOCK AND JENNY FERRIER-KERR

eCoaching and eMentoring have the potential to build, capture, and share knowledge in a knowledge society. In educational contexts the potential of eCoaching and eMentoring as a means of encouraging purposeful professional development in their organisations is just beginning to be investigated. It is our belief that these would be a timely addition to existing coaching and mentoring programmes in New Zealand schools. In this paper we examine the literature and existing eCoaching and eMentoring programmes to make a case for their implementation in schools to support the professional learning of New Zealand teachers ...

Teaching Beyond Connectivity: A Year Comparing Blended and Face-to-face Learning in a Secondary Classroom
NIGEL V SMITH

This article reflects and explores the findings of a year-long mixed methods research project in a New Zealand secondary classroom exploring social connectedness and blended learning. The performance and perceptions of students in two classes, in the same subject and taught by the same teacher, were compared to explore the differential impact of blended or face-to-face teaching modalities. Teacher reflections throughout the year are used to draw out surprising discrepancies between empirical findings and teacher perceptions. Further reflection on the nature of teacher-student relationships in blended learning contexts is informed by both theory and the experiences of students and the teacher who participated in the project ...

TERTIARY EDUCATION

Practitioners’ Perspectives on the Value of a National Adult Literacy and Numeracy Qualification
JOHN BENSEMAN

Adult literacy and numeracy practitioners are integral to the successful development of this emerging sector and yet there is little research about them as a professional group or their practices. This study of 217 enrollees in two national adult literacy and numeracy certificates reviews their experiences undertaking these qualifications and explores the impact their participation has had on their practice. Overall, it shows that the respondents rate their involvement in the certificates very positively and that they believe it has had a beneficial effect on their work ...

Negotiating Discourses: A Pākehā Teacher Educator’s Exploration of Bicultural Teaching Practice
ALISON WARREN

Bicultural teaching practice in Aotearoa New Zealand is based on commitment to partnerships reflecting Te Tiriti o Waitangi/ The Treaty of Waitangi between Māori and non-Māori cultures, and is governed by professional standards and documents. I am a Pākehā (European ethnicity) early childhood teacher educator concerned about how effectively I engage in bicultural teaching practice. According to Michel Foucault’s theories, individuals’ self-understandings are shaped within discourses that frame their values and beliefs, and their thoughts and actions. This article reports on poststructural self-study research into my negotiations within three discourses of bicultural teacher education practice, as well as discourses of colonisation that continue to pervade Aotearoa New Zealan

Managing Tensions in Academic Writing for Foundation Learners
SUE CROSSAN AND SUSIE JACKA

This paper presents an analysis of a professional development initiative to promote sustainable literacy initiatives in our institution. We undertook an action research project to examine the effectiveness of our teaching of a writing assessment in two different semester cohorts. ‘Academic Study Skills for Nursing’ aimed to help students seeking entry into a nursing programme to develop the necessary strategies and tools for managing academic study at degree level. However, it was our experience that our students do not ‘seamlessly’ receive the skills our course was initially designed to teach ...

 

 
 
 
 


 

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