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McPhillips, J. Clark; Melvin, N. E.; Carlyon, T.; Fisher, A.; Merry, R. – New Zealand Journal of Educational Studies, 2023
In response to community and sector needs, in 2020 an Initial Teacher Education (ITE) provider in Aotearoa/New Zealand developed a Bachelor of Teaching (Primary) programme with a unique design as an alternative pathway into the profession. The design elements of the programme included being field-based, online, and with a bicultural kaupapa. This…
Descriptors: Elementary School Teachers, Biculturalism, Program Implementation, Alternative Teacher Certification
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Trevethan, Helen – New Zealand Journal of Educational Studies, 2023
I offer this critical essay as a reminder of the prevalence of unproven negative dialogue about Initial Teacher Education (ITE) in New Zealand, taking selection practices as an example. The focus of this critical essay is the evidence base about selection of students into English-medium undergraduate ITE programmes. In New Zealand and elsewhere,…
Descriptors: Language of Instruction, Undergraduate Students, Preservice Teacher Education, Foreign Countries
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Joseph, Dawn; Trinick, Robyn – New Zealand Journal of Educational Studies, 2021
COVID-19 has had a profound effect on higher education institutions across the world. The rapid shift to blended teaching has meant changes to ways of teaching and learning. Author One (Australia) and Author Two (New Zealand) are tertiary academics in initial teacher education programmes. In this paper, they draw on narrative enquiry as a way to…
Descriptors: Foreign Countries, COVID-19, Pandemics, Higher Education
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Hoben, Ngaire – New Zealand Journal of Educational Studies, 2021
A key global trend in initial teacher education is the 'practice turn' where jurisdictions are increasingly mandating that teacher education providers include more 'practicum' time in teacher education programmes. In New Zealand, the Teaching Council's recent revision of accreditation requirements has extended the minimum number of days that…
Descriptors: Mentors, Secondary School Teachers, Cooperating Teachers, Preservice Teachers
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Nelson, Emily; Davies, Lynn; Johnson, Leigh; Jones, Kirsty; O'Connor, Nikki – New Zealand Journal of Educational Studies, 2021
The global emergence of Innovative Learning Environments (ILEs) has disrupted the conventional grammar of schooling prompting more collaborative and flexible teaching and learning arrangements. While the emergence of a new grammar and its complexity for experienced teachers is acknowledged, the ramifications for initial teacher education (ITE) are…
Descriptors: Educational Innovation, Preservice Teacher Education, Student Teaching, Practicums
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Bernay, Ross; Stringer, Patricia; Milne, John; Jhagroo, Jyoti – New Zealand Journal of Educational Studies, 2020
The Ministry of Education in New Zealand in 2013 provided funding for universities to develop and implement initial teacher education programmes with innovative school-university partnerships to promote the success of graduates. To enhance the success of this new programme, four teacher educators reviewed the literature on school-university…
Descriptors: Foreign Countries, College School Cooperation, Partnerships in Education, Preservice Teacher Education
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Bernay, Ross – New Zealand Journal of Educational Studies, 2020
In 2014, the Ministry of Education in New Zealand funded innovative initial teacher education programmes using school/university partnerships to improve achievement for priority learners. My 'being' as a teacher educator would need to become a member of a professional learning community with student teachers and teachers in schools rather than…
Descriptors: Partnerships in Education, College School Cooperation, Preservice Teacher Education, Student Teachers
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Bernay, Ross – New Zealand Journal of Educational Studies, 2019
This article considers the experience of walking the 850-km Camino del Norte to Santiago de Compostela in Spain as a metaphor for an inner camino: an inner way of developing resilience. Suggestions are proposed about what this might mean for initial teacher education and student teachers themselves. Using an autoethnographic methodology,…
Descriptors: Ethnography, Physical Activities, Figurative Language, Resilience (Psychology)
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Trevethan, Helen – New Zealand Journal of Educational Studies, 2018
The first year of teaching is a significant period in a teacher's life but for many it can signal the end, rather than the beginning, of their career. The demands of beginning teaching are well documented (Devos et al. in "Teach Teach Educ" 28(2): 206-217, 2012; Fantilli and McDougall in "Teach Teach Educ" 25(6): 814-825, 2009)…
Descriptors: Foreign Countries, Beginning Teachers, Teacher Persistence, Teaching Experience
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Sewell, Alison; Hansen, Sally; Weir, Kama – New Zealand Journal of Educational Studies, 2017
The practicum is critically important in initial teacher education. Yet too often, student-teachers are placed in schools where the associate teacher does not understand the mentoring component of their supervisory role. This study explores the impact of a school-university project on the associate teachers' mentoring in the practicum and in their…
Descriptors: Foreign Countries, Case Studies, Practicums, Preservice Teacher Education