An exploration of field-based early childhood teacher education in Aotearoa New Zealand
1. Description of study, its context and its strategic value Purpose This study seeks to capture the reality and process of field-based early childhood teacher education using the classroom and the learning encounter as a unit of analysis. It includes a beginning focus on, but is not limited to, interactions between “Student And student”, “lecturer […]
CoRe: A way to build pedagogical content knowledge for beginning teachers
Research has shown that one of the factors which enables teachers to be effective is their rich pedagogical content knowledge (PCK). Beginning teachers need support to develop this PCK and recent research in the field has proposed a conceptual tool known as “content representations”, or CoRes, as a model for doing this. The study reported […]
Work of teacher educators: Teaching and learning in New Zealand university-based initial teacher education
Introduction We have been studying the cultural constructions and material realities of university-based initial teacher education (ITE) and teacher educators’ work in Aotearoa New Zealand. By examining the work of teacher educators, we have been able to consider how ITE and the academic category of teacher educator is constructed, maintained, and practised within the institution […]