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ERIC Number: EJ841090
Record Type: Journal
Publication Date: 2004
Pages: 7
Abstractor: ERIC
Reference Count: 26
ISSN: ISSN-1038-2046
Emerging Models of Pre-Service Teacher Education in New Zealand
Keown, Paul Ashley; McPherson, David Gordon
International Research in Geographical and Environmental Education, v13 n2 p164-170 2004
A change in government in 1984 introduced sweeping reform into every part of New Zealand society. A treasury briefing paper in 1987 "argued that education was not fostering equity, participation, or achievement; that it was marked by "middle-class capture"; and the "inputs" were not producing the "outputs"" (Mitchell et al., 1993). A series of reports and the Education Act of 1990 followed and changed the structure of education dramatically. These reforms provided more autonomy to the tertiary sector; however, at the same time a new policy-oriented Ministry of Education (MOE), and crown agencies for qualifications--the New Zealand Qualifications Authority (NZQA), and review--the Education Review Office (ERO) were established, retaining central control of some items. The concept of an educational market where competition was said to lead to increased quality was central to the reform process, and has changed the nature of teacher education in New Zealand. The authors discuss how the educational reforms resulted in considerable change to the nature and structure of teacher education in New Zealand. The authors also discuss emerging models of pre-service teacher education in New Zealand and the challenges geography teacher educators face as teaching and learning strategies evolve. (Contains 2 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand