New Zealand Journal of Teachers' Work
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Teacher Title System and Teacher Empowerment in China
Get PDFThe teacher title system is a strategy used by China government to cultivate teacher professionalization. Although teacher empowerment is an essential component of teacher professionalization, few studies have investigated the impact of the teacher title system on teacher empowerment in order to evaluate the effectiveness of the teacher title system. Thus, the study examined the relationship between the teacher title system and teacher empowerment by surveying 262 primary and secondary schoolteachers in a city in Liaoning Province. The findings suggest that the teacher title system might insufficiently empower teachers in China. Implications for teacher professionalization in China are discussed and suggestions for further studies are also addressed
Critical elements in teacher collaboration to bring about change in bringing an English language focus to science teaching
No full textPeer learning offers powerful spaces for teachers to reconsider beliefs and change practice. Although productive teacher collaborations have been identified, there are few descriptive accounts explaining the detail of these collaborations and specifying conditions that enabled teachers to learn from each other. This article explores the ways in which two secondary school science teachers used the framework of an action research project to take a language focus in the teaching of science. This joint work involving devising, implementing and evaluating a work plan, enabled them to challenge their beliefs and practices. Insights into requisite conditions and the dilemmas experienced for any collaboration leading to teacher change in beliefs and practices when bringing a specific language focus to their science teaching are explored
The theory–practice challenge: International early childhood education students making connections in Australia
Get PDFIncreasing numbers of international students are enrolling in Australian universities in early childhood teaching degrees. For many of these students understanding the early childhood education pedagogies and approaches is a different way of viewing teaching and learning from their own cultural perspective. Many of these students struggle to understand the teaching and learning theory that underpins early childhood education in Australia which draws on play-based pedagogies, child centred learning, and intentional teaching. This small-scale case study sought to gain insights into how international students undertaking a Master of Teaching (Early Childhood) in an Australian university were enabled to link their theoretical learning to practical applications of being an early childhood teacher. Using questionnaire data, the study found that the international students struggled to connect the theory and pedagogical thinking that underpins early childhood education. What was most significant for these students was the experiences they gained through their practical placements
Working with student teachers ‘at risk’ during early childhood practicums: Reflections from five Associate Teachers: Reflections from five Associate Teachers
No full textIn this study, the focus is on five Associate Teachers’ remembered experiences of working with early childhood Student Teachers nearing graduation who were at risk of failing practicum. Using Rogoff’s overlapping ‘planes of analysis’, the subjective experiences of the Associate Teachers are analysed, bringing into focus the personal, interpersonal and institutional complexities involved in attempting to assess the Student Teacher on practicum. Ethical and philosophical issues become apparent, particularly in the clash between protecting a Student Teacher’s privacy and the open communication valued in the relationship, between Associate Teachers and the Initial Teacher Education provider
Constructing a dialogic pedagogy in virtual learning environments: A literature review
Get PDFThis literature review is a condensed version of one prepared for a small-scale qualitative study of educators (Farooq, 2019) who have recently transitioned from face-to-face to online teaching at New Zealand tertiary providers of education. The study aimed to understand how online educators picked cues from the discussion platforms offered by virtual learning environments to critically reflect on their pedagogical practice, and the associated changes they made to help students achieve their learning outcomes. It critically assessed how dialogic pedagogy and critical reflection can be adapted to fit in the framework of virtual learning, and contrasted these philosophical ideas to the Western criticism of automation and de-professionalisation of universities in the wake of increased distance learning options provided by tertiary institutes. The findings were discussed within a post-intentional phenomenological framework. In what follows, significant literature that illuminates this question has been critically analysed
Not the Bottom, but the Beginning: The Failure of the Teaching Profession to Value Early Childhood Education
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Tomorrow’s School’s Review
Get PDFWide-ranging changes proposed by the Tomorrow’s Schools Independent Taskforce (2018) seek to end the 30-year period known as ‘Tomorrow’s Schools’, or, what we earlier referred to as the ‘Thirty Years War’ (Devine, Stewart & Benade, 2018).Tomorrow’s Schools (New Zealand Taskforce to Review Education Administration, 1988) emerged from the reform period of the mid-1980s, propelling New Zealand to the forefront of neoliberal policy-making. The current taskforce, composed of notable educationists, has endeavoured to arrive at proposals that emphasise educational interests rather than the competitive commercial interests promoted by Treasury in 1988.
 
Inclusive classroom strategies for raising the achievement of students with dyslexia.
Get PDFThe purpose of this research overview is to analyse literature on dyslexia and to identify and evaluate a range of inclusive classroom strategies which can influence the educational achievement of students with dyslexia. Tunmer and Greaney (2010) define dyslexia as “persistent learning difficulties” (p. 239) which present in “otherwise typically developing children, despite exposure to high quality, evidence-based literacy instruction and intervention” (p. 239). The difficulties arise due to a lack of phonemic awareness, key skills required to access literacy (2010). According to Mills (2018) there is no “quick fix or one prescribed intervention” (p. 38) to remediate dyslexia. This research overview provides an analysis of four studies followed by an evaluation of strategies suggested to improve learning outcomes for students with dyslexia. It concludes with key recommendations for inclusive practices which teachers could use to ensure students with dyslexia have the same opportunities to achieve as their peers
