Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item A framework of subject-specific expertise for out-of-field teachers: Translated for Science and English(Elsevier B.V., 2026-01) Hobbs L; Carpendale J; McKnight L; Caldis S; Vale C; Delaney S; Campbell CWhile teaching is a learning profession, learning to teach out-of-field (OOF) places subject-specific demands on teacher knowledge, practice and identity. Using Shulman's ‘signature pedagogies,’ we examine what OOF teachers need to know (thinking), do (performing), and be (identity). Through collaborative research, nine teacher educators from various disciplines identified pertinent themes leading to a framework of subject-specific expertise. The framework invites dialogue on relationships between subject-specific teacher identity and the four salient features of specialist teaching: inquiring, knowing, connecting, and pedagogical imperatives. The framework can support professional learning for OOF teachers and set a foundation for further research into this phenomenon.Item Understanding Secondary Inservice Teachers’ Perceptions and Practices of Implementing Integrated STEM Education(MDPI (Basel, Switzerland), 2025-02-19) Berry A; Carpendale J; Mulhall P; Corni FIntegrated STEM (i-STEM) education is attracting attention from educators and researchers worldwide to improve student achievement and engagement in STEM subjects and encourage the take-up of STEM-related careers. Multiple models of STEM integration have been proposed, and how i-STEM is interpreted and enacted in school contexts appears to vary considerably. This article reports the perceptions and practices of a group of Australian secondary school teachers with a commitment to implementing i-STEM in their schools but who have not received any specific professional development in this domain. Through individual, qualitative interviews, the study revealed considerable variation in how the teachers interpreted and enacted i-STEM in their schools. Teachers tended to develop learning activities that prioritized the subject area of their particular expertise and that had only tenuous links to mathematics. They considered i-STEM more engaging for their students than traditional subjects but were constrained in their planning by their various school regimes concerning assessment, curricula, and timetables. These structural and systemic impediments represent a core challenge for STEM teachers and teaching as greater numbers of schools and teachers in Australia are expected to implement some form of i-STEM education. Insights from this study point to the importance of developing support structures that allow for variations in context, as well as teacher interest and experience, yet that embrace a coherent and cohesive view of i-STEM, in the absence of a formal STEM curriculum and available professional development opportunitiesItem Career transitions in teacher education: ‘Stories’ from three teacher educators(Springer Nature for The Australian Association for Research in Education, Inc., 2024-09-21) Fitzgerald A; Cooper R; Carpendale J; Mansfield JCareer transitions are often studied from the perspective of changing from one career to the next. Missing from this definition, however, is that transitions can take place within a career. In the case of teacher education and academia, these transitions are often seen as well laid out with an accepted view of ‘success’ and those taking an alternate path being viewed as ‘less successful’. In this self-study, three teacher educators at different stages of their careers were guided by the question: What are the barriers and enablers faced by teacher educators in relation to career transitions? The objective of this paper was to reconsider the notion of career transitions and trajectory. Situated within a small-scale research paradigm underpinned by interpretivism, this self-study presents an analysis of the ‘stories’ of three teacher educators and their lived experiences of career transitions within the academy. A descriptive case study approach was used to guide data collection over four phases to generate data using a narrative inquiry approach using timelines, individual portraits, collective stories and additional insights from a critical friend. The notion of critical friend was employed in two ways: the participants acted as critical friends for each other, and the fourth author challenged thinking and offered new perspectives. This self-study offers insights about the characteristics which have enabled and challenged the three teacher educators and may resonate with others, contributing to our understanding of conditions which can be created to support the intra-academy career transitions and professional development of teacher educators.Item What’s the Future for Science in the New Zealand Curriculum?(New Zealand Association for Research in Education, part of Springer Nature, 2024-10-02) Stewart GT; Eames C; Hipkins R; Cheng MMW; Birdsall S; Buntting C; Carpendale J; Edwards R; Hunt D; Swanson CThis commentary article considers the current contentious debates over the national school science curriculum in Aoteaora New Zealand. The co-authors of this commentary are members of a group of science teacher educators and science education researchers who met recently to discuss concerns over aspects of these debates in the context of a wider political contest over the control and direction of education policy.