Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    “The curriculum just flows” – An examination of teachers’ understandings and implementation of Te Whāriki pre–2017
    (Wilf Malcolm Institute of Educational Research, The University of Waikato, 2023-06-22) Cameron M; Aspden K; Smith P; McLaughlin T
    The revision of Te Whāriki, the New Zealand Early Childhood Curriculum Framework, in 2017 offered a unique opportunity to gain understanding of the ways teachers in Aotearoa New Zealand think about and enact curriculum in their daily practice. As researchers we were intrigued as to the ways teachers conceptualised the role of curriculum in practice and whether the revised curriculum would generate changes in curriculum implementation. We undertook a research project to capture data about teachers’ engagement with, and use of, the curriculum framework, as well as their beliefs about curriculum in the context of early childhood education (ECE). Data collection was designed to focus on two points in time: in 2017 prior to the launch of the revision, with plans to repeat collection after several years with the revised curriculum in effect. Findings reported here draw on interviews conducted with teachers working with Te Whāriki (Ministry of Education, 1996) before the revised framework was released. The findings revealed a range of understandings about the meaning of curriculum and the role of curriculum in guiding teachers’ enacted practice. Implications for supporting ongoing efforts of enactment and implementation of ECE curriculum are discussed.
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    Teaching tomorrow's great veterinarians
    (American Veterinary Medical Association, 2022-11) Jillings E; Gordon E
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    Mapping competency frameworks: implications for public health curricula design
    (Elsevier B.V, 2022-10) Coombe L; Severinsen CA; Robinson P
    OBJECTIVES: We discuss the implications stemming from a recent competency mapping project on public health workforce education and training programs. METHODS: In line with professional practice, we reflected on the results of a major mapping exercise which examined public health competency frameworks against the Global Charter, particularly with respect to the implications for curriculum design. RESULTS: Our reflections identified five key challenges (diversity of frameworks, interpretation challenges, levels of competence, integration in curricula and knowledge vs skills-based competences) for developing internationally consistent credentialling standards. CONCLUSIONS: While the Charter provides an international benchmark for public health curricula, we argue that applying an international competency framework is challenging. Anyone working in public health should be trained in all foundation areas of public health to support public health practice and initiatives into the future and they may then choose to specialise in sub-disciplines of public health. IMPLICATIONS FOR PUBLIC HEALTH: Both theoretical and practical content must be fully integrated across public health programs to operationalise competencies. Utilising the Charter can ensure alignment with the sector needs, and curriculum mapping should be an integral part of a continual and ongoing review process.