A model of school change has been designed and implemented in a systematic replication series. Key principles are: that teachers need to be able to act as adaptive experts; that local evidence about teaching and learning is necessary to inform instructional design; that school professional learning communities are vehicles for changing teaching…

Despite attempts to define quality in initial teacher education (ITE), consensus remains elusive. Harvey highlights how, in higher education, there is confusion between quality, standards and quality assurance. Examination of the quality indicators in ITE reveals an over-emphasis on standards rather than its transformative potential. Original…

This paper draws on a 3-year evaluation of induction and mentoring in New Zealand early childhood education settings and schools conducted by the New Zealand Council for Educational Research (NZCER) for the New Zealand Teachers Council (the Council), now called the Education Council of Aotearoa New Zealand. The study sought to establish the impact…

Classroom experience is an important part of initial teacher education (ITE) and the teachers who work with student teachers in schools have a significant impact on learning in this context. While many studies have documented what the role of these teachers should be, it is also important to consider how the role is conceptualised by the teachers…

This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give "voice" to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers' ability to implement outdoor education? The findings…

One issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school…

This article reports research that critically examined our teacher education outdoor education pedagogy. The purpose was to use visual ethnography to critique our teaching over twenty years of annual five-day bush-based residential camps. The bush camps were situated in an outdoor education programme contributing to a four-year undergraduate…

The author's experience of ethical review over six years as an academic member and chairperson of a university human ethics committee has been largely positive and educative. The account brings together archival records and personal experience to create a "transactive" account of the practical experience of doing ethical review in one…

Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject [Pringle, R. (2010). "Finding Pleasure in Physical Education: A Critical Examination of the Educative…

If teachers are to play a positive educative role in addressing societal gender-related issues that impact on social justice and inclusiveness, teacher education institutions have to ensure that their graduating teachers are well equipped with the necessary understandings and skills to enact this role. This research draws on interviews with men…

Physical education has historically held an important place as an identified learning area within the wider New Zealand curriculum. While consistently present, the way that physical education has been conceptualised and implemented has evolved and changed over time. This paper considers the changes that have occurred in the teaching of physical…

This book examines the implications of postmodern culture for adult education through a review of modernist culture and education and a comparative account of modernist and postmodernist culture that is configured as a set of six tensions in three domains: belief (situatedness and ambiguity); individual identity (determination and control); and…

During the last decade the New Zealand government and its education, health, and welfare sectors have increasingly focused their attention on gaps between Maori, non-Maori, and Maori failure within the education sector and society generally. This has created a sense of despair and sometimes panic among Maori and Pakeha (non-Maori) educationists…