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List of contents
Series Editors' Preface
Foreword
1. Introduction to Teacher Education in Aotearoa New Zealand
2. An Aotearoa New Zealand Study into the Work of Teacher Education
3. Teacher Educators’ Experiences of Transition and Change
4. A University-based Teacher Educator’s Day at Work
5. The Unbounded, Busy Work of Teaching and Administration
6. The Hidden Work of Teacher Education in Aotearoa New Zealand
7. A CHAT View of Teaching and Learning in University Classrooms
8. Localised Lessons for Teacher Education Policy and Practice
9. Aotearoa New Zealand Teacher Education in an International Context
References
Appendix
Index
About the author
Alexandra C. Gunn is Associate Professor and Associate Dean (Teacher Education) at the University of Otago College of Education, New Zealand.Mary F. Hill is Associate Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand.David A. G Berg is Senior Lecturer and Academic Director of the Educational Assessment Research Unit at the University of Otago College of Education, New Zealand.Mavis Haigh is an Honorary Research Fellow in the Faculty of Education and Social Work at the University of Auckland, New Zealand, having recently retired.
Summary
Centering on the theme of university-based teacher education at a time of system change and its connections with broader global political issues, this book investigates the changing nature of initial teacher education (ITE) as it amalgamated into universities in the New Zealand context. The New Zealand government, like many across the world is seeking improvement in education system performance, with a particular interest in meeting the needs of those traditionally disadvantaged through education. As a result, over the last 20 years, most ITE has been relocated into universities and teacher qualifications have changed. Not immune to international discourses about the criticality of the teacher workforce to system performance, Aotearoa New Zealand provides a bounded yet connected case of ITE development and reform.
The authors draw from a study of teacher education practice in Aotearoa New Zealand and also look at recent research carried out in other jurisdictions to consider how ITE and the academic category of teacher educator is constructed, maintained and practiced within the institution of the university. They highlight the promise of university-based ITE provision, noting areas for development and provide an opportunity to better understand how student teachers within ITE respond to and engage with teacher educators’ work in the service of their own learning.
Foreword
An exploration of the work of teacher education within New Zealand universities, including professional life histories of 15 teacher educators and an analysis of their every-day work.
Additional text
The contribution of this book extends past the New Zealand context, portraying the complexity of the work of teacher educators and the challenges they face. The use of CHAT provides a model for in-depth study of teacher education.
