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Showing 1 to 15 of 16 results Save | Export
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Grove O'Grady, Alison – Teachers and Curriculum, 2022
The challenge of learning to be a teacher in a pandemic stymied world calls for focus and access to pedagogies of critical empathy to ensure the wellbeing of students is paramount in classrooms K to 12. Additional to facilitating the development of skills and competencies in curriculum disciplines, teachers are required to meet the emotional and…
Descriptors: Empathy, Faculty Development, Drama, Teaching Methods
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Locke, Terry – Teachers and Curriculum, 2022
Prior to the March, 2020 COVID-19 lockdown in New Zealand I was invited to offer professional development on ways that the writing of poetry could be facilitated in a Rotorua primary school. In March/April of that year, I engaged around 18 teachers (including the school principal) in four, twohour PD sessions using Zoom. A year on, in May 2021, I…
Descriptors: Learner Engagement, Poetry, Writing Instruction, Foreign Countries
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Saunders, John Nicholas – Teachers and Curriculum, 2022
School Drama Classic is a co-mentoring teacher professional learning programme developed through a partnership between Sydney Theatre Company and the University of Sydney's School of Education and Social Work. Developed in 2009, this teacher professional learning programme aims to enable primary teachers to develop the expertise and confidence to…
Descriptors: Drama, Teaching Methods, Literacy Education, Coeducation
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Swanson, Carolyn Julie – Teachers and Curriculum, 2021
The way science education is positioned and practised in New Zealand primary schools varies widely. In this qualitative case study, participants in senior management from five Auckland primary schools were asked how they perceived science, how it was taught and reasons for the pedagogical approaches chosen. It was clear all schools were different…
Descriptors: Science Education, Elementary School Science, Administrator Attitudes, Teaching Methods
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Poultney, Rachel; Forbes, Dianne – Teachers and Curriculum, 2020
In learning and life, there will always be challenges, requiring resilience to overcome, adapt, and persist in the face of adversity. Resilience is a key aspect of mental health and lifelong learning, reflected in the vision, key competencies, and health-related elements of the New Zealand Curriculum (Ministry of Education, 2007). Working on the…
Descriptors: Foreign Countries, Resilience (Psychology), Elementary School Teachers, Elementary School Students
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Edwards, Frances – Teachers and Curriculum, 2020
Using assessment to inform teaching and to measure learning outcomes is of critical importance in higher education. However, many tertiary educators are not sufficiently knowledgeable or prepared to do this confidently. This paper suggests that tertiary educators could be given tools and encouraged to exert agency in their own assessment literacy…
Descriptors: Postsecondary Education, Assessment Literacy, Summative Evaluation, Scoring Rubrics
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Murphy, Carol; Abu-Tineh, Abdullah; Calder, Nigel; Mansour, Nasser – Teachers and Curriculum, 2019
Several studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred inquiry-based learning (IBL) approach. In this study, we report on teachers' perceptions following professional development (PD) that introduced WebQuests as a didactic tool alongside ongoing classroom…
Descriptors: Student Centered Learning, Stress Variables, Inquiry, Teaching Methods
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Murphy, Carol; Abu-Tineh, Abdullah; Calder, Nigel; Mansour, Nasser – Teachers and Curriculum, 2018
In relation to an international concern to encourage inquiry-based pedagogies in Science Technology, Engineering and Mathematics (STEM) subjects and the issues of transfer in teacher professional development (PD), we report on the aspirations and perceived challenges of teachers in Qatar as they embark on PD to introduce inquiry-based learning…
Descriptors: Foreign Countries, Inquiry, Active Learning, Faculty Development
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Cosgriff, Marg – Teachers and Curriculum, 2017
Embarking on and sustaining professional change is often a challenging process for educators. This is particularly so within a broader context of rapid (r)evolution in curriculum, pedagogical and assessment-related developments in the compulsory school sector in Aotearoa New Zealand over the past decade. Teachers' and school leaders' accounts of…
Descriptors: Outdoor Education, Teaching Experience, Elementary School Teachers, Professional Education
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Bourne, Janet – Teachers and Curriculum, 2016
What are the elements of professional learning that lead to an increase of the likelihood of new learning and understandings being embedded into teacher practices? This article details some of the strategies the author has successfully employed to establish a context whereby an innovation would be sustained past the time of the Ministry Gifted and…
Descriptors: Sustainability, Instructional Innovation, Gifted, Talent Development
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Earl, Kerry; Ussher, Bill – Teachers and Curriculum, 2016
Reflective practice and inquiry are aspects of teacher professional practice that characterise teachers as learners. Reflective practice in some form is considered in contemporary education as an essential activity for teachers and teacher educators. "Inquiry as professional development" and "inquiry as research", on the other…
Descriptors: Inquiry, Reflection, Educational Practices, Transformative Learning
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Hamilton, R. J.; Farruggia, S. F.; Peterson, E. R.; Carne, S. – Teachers and Curriculum, 2013
Many countries are at varying stages of implementing competency-based education into their schools to equip youth with skills necessary to adapt to a changing world. Very little is known regarding practical approaches to incorporate competencies into school curriculum. This study examines five schools in Auckland, New Zealand from a variety of…
Descriptors: Foreign Countries, Secondary Schools, Secondary Education, Competency Based Education
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Gillespie, Lorna; Penney, Dawn; Pope, Clive – Teachers and Curriculum, 2013
This paper reports on a collaborative action research project that directed attention to the opportunities Physical Education presents to develop learning associated with three of the key competencies detailed in the New Zealand Curriculum; thinking; managing self; and relating to others. Three teachers in one secondary school explored the…
Descriptors: Foreign Countries, Physical Education, Health Education, Competence
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Hawera, Ngawera; Taylor, Merilyn – Teachers and Curriculum, 2011
In 2010 twenty-three Maori medium schools were given the opportunity for professional development with the Draft Nga Whanaketanga Rumake Maori: Pangarau (NWRM) (National Standards Maori Medium: Mathematics. The study provided a unique opportunity to listen to teachers' views about their professional development as they sought to implement national…
Descriptors: Teacher Attitudes, Faculty Development, Educational Change, Mathematical Concepts
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Earl, Kerry; Ferrier-Kerr, Jenny; Ussher, Bill – Teachers and Curriculum, 2011
Teacher educators in tertiary education environments face similar challenges to teachers in other sectors when responding to the rapid pace of change across New Zealand educational contexts. "What is really important?" and "how to fit it all in?" are questions frequently asked about content. Using enduring understandings as a…
Descriptors: Teacher Educators, Foreign Countries, Teacher Education Programs, Teaching Experience
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