New Zealand Journal of Teachers' Work
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The conundrum of care in the construction of professional identity: A Foucauldian lens
Full text linkThe notion of 'professional' is built on a concept of traditionally male professions and patriarchal social orders. ECEC (early childhood education and care), however, is a female-dominated field characterised by its unique caring practice that is more salient when working with infants and toddlers. This study investigates how a group of Australian early childhood preservice teachers presented themselves professionally on Instagram, in relation to respective infant (0-2) and kindergarten (3-5) practica. Data were drawn from focus group discussions about how the participants shared their practicum experiences on social media, Instagram. The paper is guided by Foucault’s concepts of technologies of the self and self writing. The findings reveal two thematic narratives: 1) in the context of the kindergarten placement, the posts constitute a journey of continuous improvement against all odds. 2) In contrast, the infant placement experiences evoke a sense of struggle and renunciation. The paper concludes with implications for further study beyond the Australian context
Creating authentic remote work integrated learning: A new approach using HyFlex classrooms
Full text linkThis article reflects on the experience of a multi-disciplinary teaching team delivering an applied project course in a business master’s program. This capstone course was developed to address industry and government expectations for work-ready graduates. In the course students act as consultants for business clients, completing a project over two semesters to recommend solutions for real business issues. The focus of this article is on the innovative delivery of the course utilizing newly built HyFlex technology-enabled classrooms and how this multimedia technology presented opportunities and learnings for future work-integrated learning (WIL) courses
How do schools give effect to Te Tiriti o Waitangi in the current political climate?
Full text linkThe Education and Training Act 2020 requires schools to give effect to Te Tiriti o Waitangi. However, the newly elected National coalition-led government has sent contradictory messages about Te Tiriti o Waitangi, which may be confusing educators. For example, recent actions by the government, such as repealing laws, are harming their relationship with iwi Māori and have undone decades of Māori progress. While the government may be sending educators contradictory messages, educators play a crucial role in teaching students about Te Tiriti o Waitangi which can promote a unified understanding. Suppose all educators and students have a sound knowledge of Te Tiriti, they can better comprehend the historical injustices that Māori have endured and the intergenerational effects that continue to impact Māori today. With contradictory messages from the government and different interpretations about Te Tiriti o Waitangi, what should educators be teaching students about Te Tiriti o Waitangi? This article aims to contribute to a collective understanding of Te Tiriti o Waitangi in education by discussing the articles of Te Tiriti o Waitangi and the Treaty of Waitangi. I also offer suggestions for how schools could give effect to Te Tiriti o Waitangi despite the confusing messages being received by the government
Border Crossing: Supporting factors of collaboration across sectors in one Kāhui Ako/Community of Learning
Full text linkIn theory, collaboration is a key component of education in Aotearoa New Zealand. In practice, however, cross sector collaborative relationships are not so easily established or maintained, even when collaboration is ‘mandated’ through government policy. This research explores the perspectives of nine teachers from one Kāhui Ako/Community of Learning (Kāhui Ako), who discussed the successes and challenges they experienced when collaborating across sectors. With commitment to collaborative work, the research participants were able to cross the borders that exist within and extend beyond the education sectors, exploring exciting new frontiers of leadership and learning. The teachers’ experiences were analysed using a social learning theory lens, highlighting the complex nature of cross-sector collaboration. It is hoped this research will support other education communities to evaluate the effectiveness of their own collaborative endeavours
Shaping of andragogy for an immigrant teacher-educator in Aotearoa
Full text linkTeaching is a complex process. The shaping of the process varies in individuals. One example of such is explained here which would demonstrate that beliefs and practice revolve around each other within the local and individual contexts. This reflextion narrates an early childhood teacher educator’s journey of understanding and applying practices of adult teaching in Aotearoa New Zealand. I analyse and describe the factors that contribute to the philosophy and practices that characterise my understanding of teaching adults. 
Creating a classroom tiriti with young learners: A pathway to understanding te Tiriti o Waitangi
Full text linkThis is a reflection on Riverdale Primary School’s approach to teaching Te Tiriti o Waitangi using a student-centred, inquiry-based framework. Over a 10-week inquiry in the Pae Ake classroom (Year 2 & 3), students explored Te Tiriti o Waitangi not only as a historical document but as a living agreement with ongoing cultural and societal significance. As part of this learning, they created their own classroom tiriti, using the experience to engage with principles of democratic processes, leadership, and to immerse themselves in learning about tikanga Māori. The project incorporated practical activities, including developing negotiation skills, learning to compromise, working collectively, clearly communicating expectations, and participating in a ceremonial signing. This approach helped students build meaningful connections with the values and cultural foundations of Te Tiriti o Waitangi, while enhancing their understanding of the diverse relationships, worldviews, and perspectives involved in its creation. By integrating lessons with interactive classroom experiences, this reflection illustrates how student-centred inquiry can foster understanding of Te Tiriti o Waitangi’s ongoing relevance, supporting bicultural learning in an Aotearoa New Zealand primary school context. Riverdale Primary provides an example of how student-centred inquiry can create inclusive and culturally responsive educational practices, fostering connections between students, their community, and the principles of Te Tiriti o Waitangi
Student and supervisor perspectives on engaging in collaborative thesis supervision as an online group
Full text linkIn this text we relfect on an online group supervision within a Master of Education postgraduate programme. Foregrounding the importance of reflexivity (Ortlipp, 2008) four students and their supervisor retrospectively critiqued the online group supervision process they were involved in. Data was collected by each member of the group individually answering six open ended prompts. A reflexive analysis then occurred when the group met and engaged in further candid conversation. From the analysis, the findings showed that the online group supervision process was viewed as a successful practice for the supervisor to share relevant information across the group in a timely and efficient manner. It was also found that the group process provided opportunity for the growth of student expertise as they shared their thesis development amongst their peers in the group. In doing so, a research community began to develop. Whilst the strengths of the group approach to supervision were acknowledged, both the supervisor and students believed that the group supervision approach must also allow for the provision of individual meetings
Educational Resilience Amidst COVID-19: Global Insights and Strategies
Full text linkThis research overview investigates the global impact of the COVID-19 pandemic on education, focusing on challenges encountered during the shift to online learning. Drawing insights from studies in New Zealand, Oman, Malaysia, and Germany, the overview explores diverse experiences of educators and students. The abrupt transition to online learning revealed significant challenges, as indicated by various studies. Opportunities for positive changes in education systems are emphasized, advocating for a reimagining of education through innovative practices. This literature review identifies practical and effective strategies for online education, including fostering a sense of community, providing personalized support and feedback, accommodating divers e-learner needs, and considering the learning environment and cognition. Insights from various studies underscore the importance of these practices in overcoming challenges and improving online education quality
Testing Understanding by Design
Full text linkUnderstanding by Design (UbD) is a well-known curricular methodology aiming at leading students to develop deep understanding of the arguments proposed by teachers. Through a path including stimulating questions, student motivation, deepening of the argument, reflection, design and assessment of authentic performances, the students develop a broad understanding of the learned argument. While there is plenty of articles describing various experiences in classrooms and schools showing the benefits of UbD, rarely this methodology has been the object of experimental or quasi-experimental studies. A research conforming to quasi-experimental criteria has been performed in a Swiss vocational school, where three groups of students have been submitted to teaching based on UbD principles (the first two) and to a more traditional teaching approach (the remaining one). The argument was the study of mathematical Relations and Functions. The results, collected during one school year, showed that the first two groups outperformed the third one and that the effect lasted at least for one school year. Since the teacher remained the same, it is likely that the outcome can be attributed to the use of the methodology.