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Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

A range of educational reforms were implemented in the 1980s and 1990s. These reforms were underpinned by a fundamental assumption that education, in a similar way to any…

Abstract

A range of educational reforms were implemented in the 1980s and 1990s. These reforms were underpinned by a fundamental assumption that education, in a similar way to any other service, can be traded as a commodity in the marketplace. This chapter identifies the shifting priorities of the state and explores the impacts of these educational reforms on the teaching profession. It traces the emergence of new forms of schools and schooling that are ostensibly part of the ongoing privatization of public education. Conclusions on future directions for both schools and the education of teachers are offered.

Details

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

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Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into…

Abstract

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into contemporary debates. In the following chapters we adopt a thematic approach to the history of teacher preparation in Aotearoa New Zealand. We do not offer an institutional or chronological historical narrative, but rather, the chapters are interconnected as they re-trace, recall and re-tell this educational history. Our core thesis is that across the long history of teacher preparation these themes permeate the shifts and changes in educational policy and practice and that ruptures at particular historical moments are not unique. We draw on a number of historical examples to underscore the oftentimes personal impact of the wider policy environment and the educational stories of aspiring teachers. Importantly, we have documented the methodological approaches employed and the archival research that has influenced our reading of the materials.

Details

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

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Article
Publication date: 3 June 2019

Kay Morris Matthews and Kay Whitehead

The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918.

Abstract

Purpose

The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918.

Design/methodology/approach

Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad.

Findings

Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service.

Originality/value

This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.

Details

History of Education Review, vol. 48 no. 1
Type: Research Article
ISSN: 0819-8691

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Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

Abstract

Details

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

To view the access options for this content please click here
Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

This chapter traces the early beginnings of schools and schooling in Aotearoa New Zealand. We have drawn on archival evidence to identify shifting tensions between Māori…

Abstract

This chapter traces the early beginnings of schools and schooling in Aotearoa New Zealand. We have drawn on archival evidence to identify shifting tensions between Māori and missionary, between Church and State and between local and national priorities. Despite its relative size, the history of New Zealand’s schools highlights their complex and competing origins. This educational landscape has been marked by emerging concerns and unresolved tensions regarding entry standards, academic and professional training, recruitment, and the knowledge, skills and dispositions a teacher ought to possess. There has been little consensus about how teachers should be prepared and where this training ought to occur. The absence of any uniform understanding or agreement about the effective professional training and preparation of teachers has induced a level of bureaucratization as competing interests sought to control the work of teachers.

Details

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

Keywords

Content available
Article
Publication date: 3 June 2019

Paul Nathan Bennett

The purpose of this paper is to explore how teacher coaching is being implemented in New Zealand secondary schools.

Abstract

Purpose

The purpose of this paper is to explore how teacher coaching is being implemented in New Zealand secondary schools.

Design/methodology/approach

A pragmatic mixed methods approach was identified as the most suitable. A dominant qualitative approach, using a sequential design, incorporating triangulation of methods and perspectives across time, provided an appropriate research design framework.

Findings

The findings indicate that teacher coaching is a popular professional development approach that has been enthusiastically implemented throughout New Zealand secondary schools. The four factors of purpose, evaluation, training and funding have been shown to be interrelated factors operating in New Zealand teacher coaching programmes. These factors are perceived to have an influence on teacher coaching programmes achieving their stated objectives.

Research limitations/implications

A limitation of this study is that it provides a snapshot of teacher coaching in New Zealand secondary schools, and the snapshot presented is constantly changing. A methodological limitation of the study related to the 28 per cent response rate of the questionnaire and the small sample size used for the interview phases.

Practical implications

This study encourages school leaders to consider if they have defined teacher coaching in the context of their programmes and articulated their objectives. They are persuaded to think about how they could design robust evaluation strategies and targeted training.

Social implications

The findings show the concept of teacher coaching is a social construct that is influenced not only by unique environmental contexts but also the individual perceptions of all those involved.

Originality/value

This study provides new knowledge in relation to how and why teacher coaching is being used and the factors that influence whether programme objectives are achieved.

Details

International Journal of Mentoring and Coaching in Education, vol. 8 no. 2
Type: Research Article
ISSN: 2046-6854

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Article
Publication date: 26 September 2019

Kay Whitehead

Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years.

Abstract

Purpose

Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years.

Design/methodology/approach

The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive.

Findings

Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time.

Originality/value

The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.

Details

History of Education Review, vol. 48 no. 2
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 24 June 2006

Maxine Stephenson

Division D was one of a number of post‐primary teacher preparation initiatives introduced to address a severe staffing shortage in New Zealand which, by 1960, had reached…

Abstract

Division D was one of a number of post‐primary teacher preparation initiatives introduced to address a severe staffing shortage in New Zealand which, by 1960, had reached crisis point. This paper explores the origins of the problem of teacher supply and locates the establishment of Division D within the ideological and practical context within which the problem was posed and confronted. It suggests that, because the students entered the profession without the university qualifications which had traditionally defined eligibility to teach in New Zealand secondary schools, the course presented contradictions as both a solution to the Department’s problem of supply, and a problem for status within the profession.

Details

History of Education Review, vol. 35 no. 1
Type: Research Article
ISSN: 0819-8691

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Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

Teacher colleges played a significant role in the preparation of teachers for over 100 years in New Zealand. Teacher training colleges opened in the 1880s and served as…

Abstract

Teacher colleges played a significant role in the preparation of teachers for over 100 years in New Zealand. Teacher training colleges opened in the 1880s and served as the main institutions for teacher preparation. Toward the end of the twentieth century, the plight of teachers’ colleges once again fell victim to the ‘decline and demand cycle’ for teachers. Fueled by discussions regarding the extent teacher training should be “practically based in the classroom”, new government directions and policy priorities for the preparation of the teaching workforce were implemented. All teacher colleges experienced either staged amalgamations or ultimate closure. In the late 1970s and 1980s, the preparation of teachers entered a new phase as the responsibility shifted to the university sector, which included the training of kindergarten teachers. While the policy rhetoric imagined this to be an amalgamation, the reality was a process fraught with a number of anxieties, not the least of which were the intellectual shifts.

Details

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

Keywords

To view the access options for this content please click here
Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

A significant gap in the history of teacher preparation in Aotearoa New Zealand is a major study of teachers’ training colleges. Although there are published histories of…

Abstract

A significant gap in the history of teacher preparation in Aotearoa New Zealand is a major study of teachers’ training colleges. Although there are published histories of single teacher colleges, there has been no collective understanding of the role and purpose of these colleges in the development and preparation of teachers. This chapter is not a linear history of the development of teachers’ colleges, but rather an examination of the economic, political and social factors that affected the contested operations of these institutions. The implications for the preparation of elementary (primary), and post–primary (secondary) teachers are considered.

Details

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

Keywords

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