Constructing the problem of initial teacher education in Aotearoa New Zealand: policy formation and risk, 2010-2018

Authors

  • Alexandra C. Gunn University of Otago
  • Helen Trevethan University of Otago

DOI:

https://doi.org/10.26686/nzaroe.v24i0.6322

Keywords:

Initial Teacher Education, Policy development

Abstract

This paper reports findings from an interpretive policy and discourse analysis of documents informing contemporary initial teacher education (ITE) policy development in Aotearoa New Zealand. The study first asks: what is the problem of teacher education as constituted in policy and associated documents in the period 2010-2018? We then compare the problems, suggested solutions, and recent evidence about the work of teacher education in New Zealand, to discuss the policy discourse, and theorise about the potential utility of solutions to address the problems raised. Our comparative analysis of the problems of ITE and proposed policy solutions with research evidence of teacher education work underscores the imperative of engagement with local and relevant evidence-based knowledge as a basis for informed policy decision making.

 

Downloads

Download data is not yet available.

Author Biographies

Alexandra C. Gunn, University of Otago

Alexandra C. Gunn works at the University of Otago College of Education as an Associate Professor and Associate Dean. She conducts research and teaches in the areas of: early childhood education, inclusion, assessment, curriculum, teachers’ beliefs and practices and the professional practices of teaching (teacher education).

Helen Trevethan, University of Otago

Helen Trevethan is a Senior Lecturer at the University of Otago College of Education. She has a long history in initial teacher education and currently teaches in undergraduate and postgraduate teacher education programmes. Her main research interests are beginning teaching, mentoring and student teacher professional practice.

References

Agnew, S., & Gunn, A. C. (2019). Students' engagement with alternative constructions of menstruation. Health Education Journal, 78(6), 670-680. https://doi.org/10.1177/0017896919835862

Aitken, V., Corkery, F., & Jones, K. (2017). Positions, storylines and speech acts: How five mentor teachers from EIT's Bachelor of Teaching (Primary) conceptualise their role in the partnership. Waikato Journal of Education, 22(3), 33-45. https://doi.org/10.15663/wje.v22i3.364

Alcorn, N. (2014). Teacher education in New Zealand 1974-2014. Journal of Education for Teaching, 40(5), 447-460.

Andreotti, V., Fa'afoi, A., & Giroux, M. (2010). Shifting conceptualisations of knowledge and learning in the implementation of the New Zealand curriculum: Conceptual models and a preliminary analysis of data. Waikato Journal of Education, 15(1), 29-48. https://doi.org/10.15663/wje.v15i1.121

Aspden, K. M., & McLachlan, C. (2017). A complex act: Teacher educators share their perspectives of practicum assessment. Waikato Journal of Education, 22(3), 21-32. https://doi.org/10.15663/wje.v22i3.377

Bardoch, E. (2000). A practical guide for policy analysis: The eightfold path to more effective problem solving. New York: Chatham House.

Bell, C., Robertson, K., & Norsworthy, B. (2017). Influential and intentional teacher education: Embodying a conceptual framework. Waikato Journal of Education, 22(3), 75-85. https://doi.org/10.15663/wje.v22i3.572

Berg, D. A. G., Gunn, A. C., Hill, M. F., & Haigh, M. (2016). Research in the work of New Zealand teacher educators: A CHAT perspective. Higher Education Research and Development, 35(6), 1125-1138 doi.10.1080/07294360.2016.1149694 https://doi.org/10.1080/07294360.2016.1149694

Browne, J., Coffey, B., Cook, K., Meiklejohn, S., & Palermo, C. (2018). A guide to policy analysis as a research method. Health Promotion International, 1-13. https://doi-org/10.1093/heapro/day052

Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the centre? Teaching and Teacher Education, 57(1), 67-78. https://doi.org/10.1016/j.tate.2016.03.006

Cooper, B., Sexton, S., & Gunn, A. C. (2017). Introduction to the Special Issue: How to educate a nation's teachers. Debating quality initial teacher education for today and for the future. Waikato Journal of Education, 22(3), 3-7. https://doi.org/10.15663/wje.v22i3.580

Education Act, NZ. (1989). Retrieved from http://www.legislation.govt.nz/act/public/1989/0080/latest/DLM175959.html

Education Council New Zealand, Matatū Aotearoa. (2016a). Strategic options for developing future oriented initial teacher education. Wellington: Author.

Education Council New Zealand, Matatū Aotearoa. (2016b). ECNZ Design Workshop discussion paper, November. Wellington: Author.

Education Council New Zealand, Matatū Aotearoa. (2017a). Future-focused ITE proposals: Summary of consultation findings. Wellington: Author.

Education Council New Zealand, Matatū Aotearoa. (2017b). Our vision. Wellington: Author.

Education Council New Zealand, Matatū Aotearoa. (2018a). Initial teacher education programme approval requirements: Te tutukitanga o ngā paerewa mā tautoko. Stage One - Design (Draft). Wellington: Author.

Education Council of New Zealand, Matatū Aotearoa. (6 April, 2018b). Letter update re March ITEAG meeting.

Education Council of New Zealand, Matatū Aotearoa. (December, 2019c). ITE statement.

Education Workforce Advisory Group. (2010a). Education Workforce Advisory Group Discussion document. June 2010. Wellington: New Zealand Government.

Education Workforce Advisory Group. (2010b). Education Workforce Advisory Group report to the Minister of Education: Final report, April 2010. Wellington: NZ Government.

Education Workforce Advisory Group. (2011). Education Workforce Advisory Group: A vision for the teaching profession, April. Wellington: NZ Government.

Ell, F., Haigh, M., Cochran-Smith, M., Grudnoff, L., Ludlow, L., & Hill, M. F. (2017). Mapping a complex system: What influences teacher learning during initial teacher education? Asia-Pacific Journal of Teacher Education, 45(4), 327-345. https://doi.org/10.1080/1359866X.2017.1309640

Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen & R.-L. Punamäki (Eds), Perspectives on activity theory (pp. 19-38). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511812774.003

Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156. https://doi.org/10.1080/13639080020028747

Engeström, Y. (2013). Foreword: Formative interventions for expansive learning. In J. Virkkunen & S. Newnham (Eds.), The change laboratory: A tool for collaborative development of work and education (pp. xv-xviii). Rotterdam: Sense.

Felis-Anaya, M., Martos-Garcia, D., & Devis-Devis, J. (2018). Socio-critical research on teaching physical education and physical education teacher education: A systematic review. European Physical Education Review, 24(3), 314-329. https://doi.org/10.1177/1356336X17691215

Gravett, S. (2012). Crossing the "theory-practice divide": Learning to be(come) a teacher. South African Journal of Childhood Education, 2(2), 1-14. https://doi.org/10.4102/sajce.v2i2.9

Grudnoff, L., Haigh, M., & Mackisack, V. (2017). Re-envisaging and reinvigorating school-university practicum partnerships. Asia-Pacific Journal of Teacher Education, 45(2), 180-193. https://doi.org/10.1080/1359866X.2016.1201043

Gunn, A. C., Berg, D., Haigh, M., & Hill, M. (2016). Work of teacher educators: Teaching and learning in New Zealand university-based initial teacher education. Wellington, New Zealand: Teaching and Learning Research Initiative.

Gunn, A. C., Hill, M. F., Berg, D., & Haigh, M. (2016). The changing work of teacher educators in Aotearoa New Zealand: A view through activity theory. Asia-Pacific Journal of Teacher Education, 44(4), 306-319. https://doi.org/10.1080/1359866X.2016.1174815

Gunn, A. C., Hill, M. F., Berg, D. A. G., & Haigh, M. (Forthcoming). The promise and practice of university-based teacher education in Aotearoa New Zealand: Cultural historical insights into the work of teacher education. London: Bloomsbury.

Heng, L., Quinlivan, K., & du Plessis, R. (2019). Exploring the creating of a new initial teacher education (ITE) programme underpinned by inclusion. International Journal of Inclusive Education, 23(10), 1017-1031. https://doi.org/10.1080/13603116.2019.1625454

Korthagen, F. A. J. (2011). Making teacher education relevant for practice: The pedagogy of realistic teacher education. Orbis Scholai, 5(2), 31-50. https://doi.org/10.14712/23363177.2018.99

McDonald, L. (2018). Self-regulatory practices: Key aspects of learning for student teachers on practicum. In D. Heck & A. Ambrosetti (Eds.), Teacher education in and for uncertain times (pp. 99-112). Singapore: Springer. https://doi.org/10.1007/978-981-10-8648-9_7

McGee, C., & Cooper, B. (2010). Introduction to special edition. Waikato Journal of Education, 15(1), 3-7. https://doi.org/10.15663/wje.v15i1.119

Ministry of Education. (2013). Request for application for provision of exemplary post graduate initial teacher education programmes. Wellington: NZ Government.

Ministry of Education and ITE sector hui. (2016, February). Agenda, papers and record of MOE and ITE sector hui, Wellington. In the possession of A. C. Gunn, University of Otago, Dunedin.

O'Neill, J., Hanson, S., Rawlins, P., & Donaldson, J. (2013). Editorial introduction: Reclaiming and reframing a national voice for teacher education. Waikato Journal of Education, 18(1), 3-6. https://doi.org/10.15663/wje.v18i1.132

Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: Author.

Organisation for Economic Co-operation and Development. (2012). Teacher education for diversity: Meeting the challenge. Paris: OECD Centre for Educational Research and Innovation.

Paris, J., Polson-Genge, A., & Shanks, A. (2010). Effective pedagogy: The influence of teacher educators' practice on student teachers' practice and philosophy. Waikato Journal of Education, 15(1), 145-156. https://doi.org/10.15663/wje.v15i1.129

Sewell, A., Hansen, S., & Weir, K. (2017). Enhancing the capabilities of associate teachers in the practicum: A New Zealand case study. New Zealand Journal of Educational Studies, 52(1), 21-39. https://doi.org/10.1007/s40841-017-0078-z

Tatto, M. T. (2009). Teacher policy: A framework for comparative analysis. Prospects, 38, 487-508. https://doi.org/10.1007/s11125-009-9088-z

Teaching Council New Zealand, Matatū Aotearoa. (2018, December). ITE programme approval, monitoring and review requirements: Consultation feedback. Wellington, New Zealand: Author.

Teaching Council New Zealand, Matatū Aotearoa. (2019). ITE programme approval, monitoring and review requirements. Wellington, New Zealand: Author.

Timperley, H. (2012). Learning to practise: Draft paper for discussion and consultation. August 2012. Auckland, New Zealand: Faculty of Education, University of Auckland.

Timperley, H. (2013). Learning to practise: A paper for discussion. Wellington, New Zealand: Ministry of Education.

Trevethan, H. (2017). Educative mentors? The role of classroom teachers in initial teacher education: A New Zealand study. Journal of Education for Teaching: International Research and Pedagogy, 43(2), 219-231. https://doi.org/10.1080/02607476.2017.1286784

Virkkunen, J., & Newnham, S. (2013). The change laboratory: A tool for collaborative development of work and education. Rotterdam: Sense. https://doi.org/10.1007/978-94-6209-326-3

Yamagata-Lynch, L. C. (2010). Activity systems analysis methods: Understanding complex learning environments. Springer Science+Business Media.

Downloads

Published

2020-02-25