The rise of innovative learning environments, with multiple teachers and larger cohorts of students, can de-privatise practice as teachers have the opportunity to observe each other teaching. However, they also provide the opportunity for collaboratively planning and teaching, and engaging in reflective dialogue about specific pedagogical…

This article traces the reframing of the relationship between knowledge, skills and competencies in New Zealand education policy from the 1990s onwards. It argues that this reframing is the result of New Zealand's recontextualisation of global policy ideas about the kind of education thought to be needed in the twenty-first century, and in…