NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES最新文献_第5页

Right Here, Right Now: Effective Interprofessional Collaboration in Education from the Perspectives of Primary School Teachers in Aotearoa New Zealand 此时此地:新西兰奥特罗阿小学教师视角下的有效跨专业教育合作

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-03-16 DOI: 10.1007/s40841-023-00279-2

Jess Fenwick, Stephanie Kelly

引用次数: 0

Review of Fragments from a Contested Past: Remembrance, Denial, and New Zealand History. By Joanna Kidman, Vincent O’Malley, Liana MacDonald, Tom Roa, and Keziah Wallis. (2022) 回顾有争议的过去:记忆、否认和新西兰历史。作者:乔安娜·基德曼、文森特·奥马利、莉安娜·麦克唐纳、汤姆·罗亚和凯泽亚·沃利斯。（2022）

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-02-03 DOI: 10.1007/s40841-023-00277-4

M. Stuart

引用次数: 0

Review of A Fire in the Belly of Hineāmaru / Ka Ngāngana Tonu a Hineāmaru. Nā Melinda Webber rāua ko Te Kapua O’Connor (2022)

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-20 DOI: 10.1007/s40841-023-00274-7

G. Stewart

引用次数: 0

Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis. 成为一名非母语汉语教师：身份三角模型分析。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-03-21 DOI: 10.1007/s40841-023-00281-8

Danping Wang, Claudia Mason

{"title":"Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis.","authors":"Danping Wang, Claudia Mason","doi":"10.1007/s40841-023-00281-8","DOIUrl":"10.1007/s40841-023-00281-8","url":null,"abstract":"This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243-262, 2021, 10.1080/13664530.2021.1874500) to examine the experiences of one particular novice non-native Mandarin Chinese teacher at a university in New Zealand. A case study design was employed to track the identity negotiations of this European non-native Chinese speaker during 12 weeks of her first semester of teaching. Analysis of the data revealed nine subcategories within the psychological, behavioural, and relational domains according to the Identity Triangle Model. The findings suggest that this new non-native speaker teacher viewed her as an accidental teacher, exploring a teaching career without a strong instrumentalist aspiration or a clear career path in language teaching. Instead, she was more motivated by a desire for personal growth and the opportunity to reinvent themselves in a new cultural context. The results of this study offer theoretical implications for the adoption of a unified framework in future research on the identity of first-time language teachers, and practical implications for developing sustainable strategies aimed at recruiting and retaining non-native speaker teachers in foreign language education.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"58 1","pages":"225-242"},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10028779/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9898282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Wellbeing Learnings from Pandemic Pedagogies in Aotearoa New Zealand. 新西兰奥特亚流行病教育学的健康学习。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-02-27 DOI: 10.1007/s40841-023-00278-3

Jenny Ritchie

引用次数: 1

Recognition of Children's Learning in Educational Research, Policy and Practice: Herbison Invited Lecture, NZARE Annual Conference 2022. 在教育研究、政策和实践中对儿童学习的认可：Herbison受邀讲座，NZARE 2022年会。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-01-30 DOI: 10.1007/s40841-023-00276-5

John O'Neill

{"title":"Recognition of Children's Learning in Educational Research, Policy and Practice: Herbison Invited Lecture, NZARE Annual Conference 2022.","authors":"John O'Neill","doi":"10.1007/s40841-023-00276-5","DOIUrl":"10.1007/s40841-023-00276-5","url":null,"abstract":"For Jean Herbison, learning in her early 20th century childhood world was relatively uncomplicated and predictable. Life was shaped by unambiguous family, faith and settler colonial prescriptions about how children should behave and what they should become. Approaching the centenary of her birth, children today must navigate a very different society of 'unlimited can'; an achievement society that generates a debilitating compulsion to self-improve (Byung Chul-Han). In this Herbison lecture, I offer a personal reflection on the contemporary 'triangle' of education research, policy and practice in Aotearoa New Zealand. Viewed as a culturally and historically specific 'form of life' (Rahel Jaeggi), I ask whether, over the last thirty five years, this triangle may have unwittingly contributed to a collective failure to give adequate recognition to children's learning. Despite our best intentions, have we simply reified students and in doing so alienated them from learning in all its complexities and dimensions (Knud Illeris)? More than mere acknowledgement of 'the other', recognition theory highlights the importance of socially developed qualities such as confidence, respect and esteem (Axel Honneth) to each child's capacity to develop meaningful relationships to or 'resonance' with an ever accelerating and uncontrollable world (Hartmut Rosa) and the people and communities in it. In practical terms, then, what can we draw on that is already immanent in our research, policy and practice triangle to transform children's institutionalised learning?","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"58 1","pages":"5-30"},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9885903/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9919193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Teachers Responding to Pacific Community Voice: Supporting Relationships Through an Ecological Research Initiative. 教师回应太平洋社区声音：通过生态研究倡议支持关系。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-05-06 DOI: 10.1007/s40841-023-00285-4

Cherie Chu-Fuluifaga, Martyn Reynolds

引用次数: 0

And Slowly to School…Reflecting on Recent School Attendance Reports. 慢慢上学…反思最近的入学报告。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-05-16 DOI: 10.1007/s40841-023-00286-3

Nesta Devine, Georgina Tuari Stewart, Daniel Couch

引用次数: 0

Tiritiria: Understanding Māori children as inherently and inherited-ly literate-Towards a conceptual position. 蒂里蒂里亚：理解毛利人儿童天生和继承的识字能力走向概念立场。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-04-15 DOI: 10.1007/s40841-023-00282-7

Maia Hetaraka, Selena Meiklejohn-Whiu, Melinda Webber, Rebecca Jesson

{"title":"Tiritiria: Understanding Māori children as inherently and inherited-ly literate-Towards a conceptual position.","authors":"Maia Hetaraka, Selena Meiklejohn-Whiu, Melinda Webber, Rebecca Jesson","doi":"10.1007/s40841-023-00282-7","DOIUrl":"10.1007/s40841-023-00282-7","url":null,"abstract":"Many theories support the idea that children's literacy learning develops as they learn to make meaning through interactions with others. These assertions are premised on the understanding that childhood literacy serves various social purposes and that these literacies are learned through participating in social contexts. In this position paper, we seek to reframe current, widely accepted understandings and definitions of literacy. We draw upon mātauranga Māori (Māori knowledge/wisdom) concepts to illustrate Māori philosophical views about the nature of knowledge production. These concepts clearly delineate the link between knowledge, literacies, and power, a link often actively overlooked by western framing of literacy. We use a Māori whakataukī (proverbial saying) to re-conceptualise current understandings of literacy, positing varied literacies and literacy practices. Within this conceptual framework Māori children are re-positioned as maurea - treasures of the highest order, born of and with mana, an integral part of generations of whakapapa (genealogy), and an essential element in an intricate web linking all things (human and non-human). This paper proposes that children are inherently and inherited-ly literate; they are born literate-inheritors of multiple and cumulative genealogies of multimodal communication and knowledge sharing.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"58 1","pages":"59-72"},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10259197/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9626552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceptions About Innovative and Traditional Learning Spaces: Teachers and Students in New Zealand Primary Schools. 对创新和传统学习空间的看法：新西兰小学的教师和学生。

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NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-03-27 DOI: 10.1007/s40841-023-00280-9

Jo Fletcher, John Everatt, Yogeetha Devi Bala Subramaniam, Ting Ma

{"title":"Perceptions About Innovative and Traditional Learning Spaces: Teachers and Students in New Zealand Primary Schools.","authors":"Jo Fletcher, John Everatt, Yogeetha Devi Bala Subramaniam, Ting Ma","doi":"10.1007/s40841-023-00280-9","DOIUrl":"10.1007/s40841-023-00280-9","url":null,"abstract":"In New Zealand, the architectural design of schools and the spaces where children learn are being innovated to allow for more opportunities for teachers and students to work collaboratively. However, there is a dearth of research that has investigated both teachers' and students' perceptions of the learning spaces. Little attention has been paid to Asian students, who may perceive learning quite differently from their English-only speaking counterparts. This article compares the perceptions of teachers with students, highlighting the group from Asian backgrounds in both innovative with traditional learning spaces. Fourteen Year 5 and 6 primary teachers from traditional and innovative learning environments were interviewed. Additionally, a questionnaire was given to 150 Year 5 and 6 students. The study found that although many of the teachers perceived challenges with noise and distraction in innovative learning environments, this was not as evident in the responses from the students, particularly the Asian students.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":"58 1","pages":"133-151"},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10042107/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9909726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0