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Start date: 2020Subject: search.filters.subject.390307 Teacher education and professional development of educators

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    Secondary school English language teacher agency in the aftermath of COVID-19 crises : a study from a West Sumatran Region, Indonesia : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealand
    (Massey University, 2025-11-26) Yuliandri, Yuliandri
    The COVID-19 pandemic saw the prompt shift to Emergency Remote Teaching (ERT), which was challenging for both learners and educators worldwide. This study explores the experiences of secondary school English language teachers working within a resource-limited setting of Lima Puluh Kota Region, West Sumatra, Indonesia. It focuses not only on the ERT period but also on the re-transition to face-to-face teaching post-pandemic. It seeks to answer two research questions: 1) What adjustments did English language teachers make to their practice during and after the pandemic lockdown period, and how did they perceive and articulate these experiences? 2) How did the teachers exercise their agency, negotiate their professional identities, and manage their emotions in response to these experiences? This study adopts a qualitative dominant mixed-methods design. Descriptive statistics and thematic analysis are employed to analyse data which was collected from teachers from July to November 2022 through a survey (n=63), two rounds of interviews (n=10), and classroom observations (n=10). The findings indicated that while the teachers were emotionally affected by the abrupt shift to ERT, which was intensified by Digital Divide issues, they tried to negotiate the availability of resources and use their agency to find ways to continue teaching. Some were able to discover benefits beyond the difficulties as ERT exposed them to digital technologies, a wide range of learning modes, and opportunities to pursue professional development (PD). Throughout and after the pandemic, teachers actively negotiated their professional identities, which contributed to their professional growth and increased reflexivity on their current and future practices. This shifted their perspectives about teaching and learning and the role of technology, which proved useful when they encountered challenges re-transitioning to face-to-face classrooms. This study contributes to the literature by 1) adding evidence of how English language teachers exercised their agency during and after the pandemic and illustrating the temporal and contextual aspects involved in the process, 2) revealing different pathways of professional identity negotiation, and 3) breaking down the interplay between agency, identity, and emotions, and outlining the significant role of emotions in both enactment of agency and professional identity negotiation. In addition to these theoretical contributions, practical implications, which focus on the need for school technology infrastructure in the region, and tailored teacher professional development at both school and MoE levels to foster student teachers’ and experienced teachers’ awareness of the intersection of agency, identity and emotion in the teacher education curriculum and training programmes, are discussed.
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    The relationships between efficacy beliefs (self, teacher, and collective) and the planning and teaching of computational thinking : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University (distance), New Zealand
    (Massey University, 2025-03-30) Macann, Victoria
    Computational thinking is recognised as a vital skill to adequately prepare students for future jobs in contemporary society. Students need to develop advanced computational skills, and teachers need the knowledge and skills to integrate CT into their classroom instruction. This multiple case study aimed to understand the relationships between self, teacher, and collective efficacy beliefs and how primary/ elementary level school leaders and teachers plan and teach computational thinking (CT). Drawing upon Bandura's self-efficacy theory, the research identifies how various contextual and domain-specific factors shape self, teacher, and collective efficacy beliefs. Self-efficacy beliefs refer to an individual's confidence in their own ability to successfully execute the actions required to achieve specific goals or handle particular situations. Teacher efficacy beliefs are a specific application of the broader concept of self-efficacy in the context of teaching. Teacher efficacy beliefs refer to a teacher's confidence in their ability to foster student learning, manage classrooms, and overcome challenges related to teaching. Collective efficacy is the shared belief among a group of people in their combined ability to achieve goals or address challenges and extends the concept of self-efficacy from the individual to the group level. In particular, a focus of the study was how the sources of efficacy judgements were either supported or undermined by various factors, contributing to self, teacher, and collective efficacy of the participants. This research is important because there is less research focused on the assessment of all four sources of self-efficacy, and limited research on how teachers describe teaching experiences that impact their efficacy beliefs. From two New Zealand based cases, and one case in the United States (US), findings confirm the multifaceted nature of efficacy beliefs, and highlights the significance of factors such as professional development (PD), resource availability, time constraints, collaboration, and leadership support on teachers and school leaders’ efficacy judgements. Enactive mastery experiences were the most commonly described source of efficacy judgement in relation to these factors. This research offers valuable insights into the complex interplay of factors shaping efficacy beliefs in CT education, thereby informing strategies for increasing teacher support, refining professional development practices, and creating effective educational policies for CT integration in schools/school districts.
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    Pūrākau : sharing the influence of whanaungatanga on Māori kaiako in online learning and teaching within Aotearoa tertiary sector : a thesis presented in partial fulfilment of the requirements of the degree of Master of Education, Online learning, Massey University, New Zealand
    (Massey University, 2023) Turner, Lee
    Mā te huru ka rere te manu. Adorn the bird with feathers and it will fly. The education sector aims to adorn ākonga with feathers. In order to support ākonga in their flight we must continually learn and grow ourselves, apply critical and creative thinking, and honour te Tiriti o Waitangi in our practice. The Aotearoa New Zealand education system, and in particular the tertiary sector, has an increased emphasis on the success of Māori, Pacific, and disabled ākonga. The sector needs to understand and analyse approaches to online learning and teaching, which this rangahau aims to do, in relation to Māori kaiako and their online pedagogy. This rangahau explores the pūrākau of three Māori kaiako who teach online in the tertiary sector within vocational education providers. It goes beyond the idea of frameworks and tools to hearing the stories of individuals, understanding the role of values and, in particular, whanaungatanga in their practice, and considering the intentions behind their pedagogy. The stories of the rangahau partners revealed their unique perspectives along with their commonalities. A deeper understanding of whanaungatanga emerged allowing the development of a framework for analysis of online practice/s. This rangahau provides a platform to enhance the mana of the rangahau partners, examine the role of values in pedagogy, and prompt us to always ask ourselves why. The key findings from this rangahau are of both personal and academic significance. Personally, this research has taught me a lot about myself, my own beliefs and values, and the importance to holding fast to what we believe is right even when it might not fit the mould. Academically it has contributed to the body of knowledge around whakawhanaungatanga in the online learning environment. This rangahau has shown that: • Whanaungatanga is an adaptive, responsive and agile value that can present itself in many forms. It does not have one definition but is a lived value that binds tangata together for the common good. • Our innate values underpin our intentions and actions explicitly and implicitly. The values we hold will inform our approach to learning and teaching and therefore we need to be conscious of the values we prioritise. • Māori kaiako who teach in the online learning environment can provide insight as to how we can better support Māori and all ākonga success. We need to connect with those around us and whakaronga in order to develop our own skills and knowledge. • Transparency, consistency, and preparation support the creation of a safe online learning environment which fosters engagement and encourages ako.
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    "The experience is the outcome" : a journey for Pāsifika teachers through culturally responsive in-service professional learning in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Albany, New Zealand
    (Massey University, 2023) Tupua-Siliva, Daniel
    The objective of this study is to unpack the complexities involved for Pāsifika teachers undertaking in-service professional learning in mathematics (ISPL). In particular, the following research question is addressed: How do Pāsifika teachers experience culturally responsive in-service professional learning for mathematics? This study also aims to illuminate the sophisticated nature of teaching and learning of mathematics for Pāsifika teachers to support the development of a personal awareness and open wider discussion and action around the unaccounted nuances involved in mathematics pedagogy for Pāsifika teachers. This study was proposed to and humbly and graciously agreed to by nine brave, dedicated Pāsifika practitioners of varying teaching experience within an urban Auckland high school setting. The participants engaged in ISPL centred around Culturally Sustaining Pedagogy (CSP) in mathematics. The research participants comprised of two groups. The first group consisted of seven teachers of Pāsifika culture and heritage. None of the participants in this group are 'specialist' maths teachers. This primary group of teachers are involved in the day-to-day implementation and participation in the professional learning. The second group comprised of two Pāsifika teachers who were members of the senior leadership team. This study uses fa'afaletui, which is a Pacific research methodology that utilises indigenous philosophy, knowledge circles and promotes a holistic approach to research. Data were collected via talanoa promoting holism, validating indigenous knowledge systems allowing for in this case, data and accounts of Pāsifika worldviews to be systematically gathered and formulated. Thematic analysis of the data revealed three key findings: the value society places on mathematics and specifically Pāsifika cultures; the systemic design of ‘school mathematics’ and its tradition as a ‘gatekeeper’ which influences pedagogy and subsequent design of and engagement with professional learning; and how the human condition is often not factored into the equation when designing or revising curriculum and informing ISPL in mathematics.
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    Bai givim mipela planti strong : teacher training programmes and teacher empowerment in Papua New Guinea : a research report presented in partial fulfilment of the requirements for the degree of Master of International Development at Massey University, Manawatū, New Zealand
    (Massey University, 2022) Ready, Joseph
    Teachers are an indispensable component of an education system. “Teachers are one of the most influential and powerful forces for equity, access and quality in education and key to sustainable global development” (UNESCO, 2008b, para 1.). Issues of teaching training and retention are having significant impacts on the quality of education in countries of the Global South. The increased focus on education access have resulted in classroom sizes ballooning in Papua New Guinea which in turn has impacted the quality of education. Numerous donors and agencies are working in Papua New Guinea in the education space. Non-governmental organisations (NGOs) have been filling the gaps in teacher training through programmes to support and address the quality of education. Little is known about the extent to which teachers in these programmes are empowered. Therefore, it is timely to look at the relationship between teacher training programmes and teacher empowerment. This report uses an adapted empowerment approach as a theoretical framework to understand how teacher training programmes can empower teachers. This qualitative research draws on the case study of Kokoda Track Foundation (KTF), an education, health, and community NGO with a specific focus on the Teach for Tomorrow programmes. The project involved multiple methods to collect data, which were: tok stori, a culturally appropriate method of research with participants, document analysis, and a semi structured interview. The voices of participants feature teachers and an NGO employee with a strong localisation focus. Three key themes of culture, knowledge and partnership were identified from literature and form the foundation on which the empowerment lens was applied to this research. Findings show that there was a substantial increase in the amount of trained and certified teachers through the T4T programmes. Opportunities to improve the quality of teaching were provided through professional development and training. This received positive response from participants. Recognition of existing teacher knowledge of their communities was a vital part to ensure programme content focused on adding value to teachers’ knowledge. Overall, KTF programmes are making positive changes which empower teachers professionally, personally and as member of the community.
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    Ethics of care in the mathematics classroom : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education (Māori Education) at Massey University, Palmerston North, New Zealand
    (Massey University, 2022) Stone, Melanie
    Ethics of care is a complex and critical element of educational theory and practice which is commonly misunderstood by teachers across all subject areas. Teachers understanding and mindset towards ethics of care is reflected in their utilisation of classroom practices of care. Whilst there are numerous indigenous voices championing various approaches to care for those working with Māori and Pāsifika students, implementation of these practices in the New Zealand educational context is inconsistent and there remains significant achievement gaps between different groups of ethnicities. One programme aiming to address the way in which care practices are utilised in mathematics is Developing Mathematics Inquiry Communities programme of professional learning and development. Through the lens of relational and critical race frameworks as influenced by feminist theory this study used a qualitative approach to examine the elements of teacher mindset toward ethics of care in mathematics and explored the impact which participation in professional learning and development has on these mindsets. Through semi-structured interviews, practices of care utilised in the classrooms of mathematics teachers of year five and six students were identified. In total three teachers at varying stages of their teaching careers and varying lengths of Developing Mathematics Inquiry Communities participation were interviewed. An examination of literature relating to ethics of care, Developing Mathematics Inquiry Communities professional learning and development, and current practices of care in the context of New Zealand mathematics classrooms was undertaken. This identified several practices of care currently used by New Zealand mathematics teachers working with Māori and Pāsifika students such as: use of mixed-ability grouping, student-centred learning practices, community and whānau involvement in mathematics learning, and place-based mathematics contexts. Utilisation of each of these practices was described by interview participants as a response to their participation in professional development. Through better understanding of the nature of ethics of care, how professional development impacts on teacher mindset toward ethics of care and identifying successful practices of care for teachers of Māori and Pāsifika students in mathematics classrooms, teachers engaging in professional development will be better equipped to implement and enhance practices of care in their own classrooms.
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    Transforming early childhood teachers’ professional learning and development : a study of research, provision, and potential : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2021) Clarke, Linda Rose
    Effective professional learning and development (PLD) is recognised as a key mechanism to strengthen teachers’ knowledge and pedagogical practice and improve the quality of education. However, PLD is not always effective for its intended purpose. Effectiveness depends on the match between the PLD approach, the participating teachers, and the desired outcomes. Although it is important to have a range of approaches to PLD, it is also important to be aware that different approaches will serve different purposes. In recent years, coaching has been increasingly evidenced as a PLD approach that supports teachers to develop knowledge and effectively implement new pedagogical practices. Yet, coaching is under-utilised and under-researched in the Aotearoa New Zealand early childhood education sector. The multiphase study in this thesis with publications investigated PLD in Aotearoa New Zealand early childhood education settings, with a focus on coaching as a component of the PLD. The research included a further focus on pedagogy to foster toddlers’ social-emotional learning. There were three successive research phases, designed to investigate: 1) early childhood education PLD research literature; 2) the PLD provision that early childhood teachers have received in recent years; and 3) a PLD coaching intervention to support early childhood teachers in their implementation of teaching practices to foster toddlers’ social-emotional learning. The first phase of the investigation was a study of PLD research. Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) protocols were used to guide a systematic literature review of PLD research in the Aotearoa New Zealand early childhood education field. Fifty-six studies were reviewed with the intention of identifying key characteristics of the research, including how or whether coaching had been studied. The results identified Aotearoa New Zealand ECE PLD research as predominantly qualitative and descriptive, characterised by practitioner-researcher partnerships and models of PLD based on collaborative inquiry or action research. Overall, there was limited attention paid to how PLD interventions were implemented, including the strategies that facilitators used to support teachers’ professional learning. There was limited attention to coaching. Within the studies that reported using coaching as a PLD component, there were multifarious coaching definitions and descriptions. Results of the systematic literature review suggest coaching is under-researched and possibly misunderstood in Aotearoa New Zealand early childhood education. The first research phase has identified a need for a stronger and more intentional focus on a range of PLD interventions and research, including who is involved, what content is covered, and how interventions are delivered. The second research phase was a study of teachers’ PLD experiences. A nationwide survey was completed by 345 early childhood teachers who answered questions about their recent PLD experiences. A key finding was that isolated workshops predominated as a PLD model. Many teachers also engaged in reflective discussions with PLD facilitators, however, facilitation strategies that are associated with coaching, such as observation and feedback, were not common. Overall, the survey’s findings indicate there is limited emphasis on PLD models that are designed to support teachers in their implementation of new pedagogical practices. The second research phase has identified a need to support teachers’ and leaders’ access to evidence-informed PLD that promotes shifts in teaching practice and fosters positive learning outcomes for children. The third research phase was a study of coaching as a component of PLD. Practice-based coaching protocols were adapted for use in an Aotearoa New Zealand early childhood education setting, and a PLD intervention was developed. The PLD intervention combined practice-based coaching with workshops, with the intention of supporting a teaching team’s implementation of teaching practices to foster toddlers’ social-emotional learning. The relationship between the coaching and the implementation of teaching practices was analysed using single-subject multiple-baseline methods. The single-subject experiment demonstrated a functional relation between the PLD intervention and teachers’ implementation of the social-emotional teaching practices. Results suggest that some teaching practices were maintained 9 weeks after the intervention, despite staff changes. The participating teachers were interviewed to seek their perspectives of the PLD and coaching. Teachers reported that coaching with a focus on social-emotional teaching was a positive experience that improved their teaching which, in turn, improved toddlers’ social-emotional skills. The third research phase has foregrounded the potential of coaching to support and strengthen early childhood teaching. This phase has also identified pathways for further research into, and application of, coaching in the Aotearoa New Zealand early childhood sector. The findings from this thesis with publications challenge current approaches to PLD, emphasising the need for a more coherent and informed approach. The unique professional learning needs of toddler teachers and the importance of PLD that effectively supports social-emotional teaching are highlighted throughout the thesis. Coaching is affirmed as a PLD approach to promote shifts in teaching, enabling teachers to implement new pedagogical practices. Numerous recommendations are made for further PLD research, provision, and potential for maximising positive outcomes. These recommendations include the development of a shared PLD definition and conceptual framework to support rigorous PLD research and application in Aotearoa New Zealand, and to support teachers and leaders to select and engage in PLD experiences that meet their needs. There is an identified need for further research that investigates how, why, and under what conditions PLD works. The thesis advocates for greater attention to evidence-informed and coaching-driven PLD. The research and recommendations within this thesis have been developed to advance and strengthen PLD systems and programmes in Aotearoa New Zealand early childhood education.
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    Re-thinking assessment : a dynamic approach to assessment for practitioners working in education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Aotearoa New Zealand
    (Massey University, 2021) Terry, Ann
    Understanding learners, determining how they learn, what hinders their learning, and how to bring about change are critical aspects of practitioners’ assessments when supporting young people who access learning support. Practitioners working for the Ministry of Education continually evaluate current and new assessment approaches to improve their ability to understand and effect change for learners. This research introduced a group of practitioners to a structured dynamic approach to assessment, using the REThink framework through a professional learning and development workshop. Such an approach to assessment is principled, ethically responsible and culturally responsive, and one that enables practitioners to investigate change in a young person’s learning in context. The methodology of this research takes a socio-constructivist approach, grounded in qualitative inquiry. The theoretical and analytical framework of cultural-historical activity theory (CHAT) was used for its responsiveness to the multi-dimensional and situatedness of the research activity, for exploring individual practices of assessment and investigating the challenge of changing or adapting assessment practice. The results foreground the essence of change within and across practitioners’ assessment practices and the systems within which they work. It highlights how a dynamic approach to assessment has the potential to build educator capability, manipulate the activity through analysis, develop a young person’s cognitive and metacognitive skills using games, and increase practitioner knowledge of the cognitive and metacognitive skills embedded within the key competencies of the New Zealand Curriculum. This research points to the importance of developing practitioners’ assessment literacy to enable them to make informed decisions about their assessment practice, to move beyond given and ‘typical’ assessment tools, and afford them the opportunity to grow their competence and confidence to advocate for alternative options. This study concludes that a dynamic approach to assessment is an alternative or complementary approach, and has the potential to be transformative for practitioners, educators, and young people in Aotearoa New Zealand.
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    Mathematics anxiety and primary school teachers : the histories, impacts, and influences : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2022) Whyte, Julie Margaret
    Maths anxiety is understood to be a pervasive and global phenomenon. What is not so well understood is primary teachers’ experience of this anxiety. This study sought to provide a clearer understanding of teachers’ maths anxiety. Drawing on an interpretivist epistemology, framed by a sociocultural theoretical perspective, and using qualitative semi-structured interviews, the study provides a rich description of the personal histories and professional lives of 12 primary teacher participants who self-reported as experiencing maths anxiety. Each participant offered a unique, personal history of the development of maths anxiety. It was found to develop from a jumble of interactions from multiple sources and with multiple consequences. The teachers’ responses to anxiety around mathematics were wide ranging and included cognitive, affective, physiological, and neural reactions. In attempts to manage their anxiety, participants created specific strategies for particular situations. Amongst these management strategies were distraction and avoidance, eliciting support from trusted individuals, choosing to confine their teaching to lower year-level classes, and lengthy preparation to ensure they, themselves, understood the mathematics. Participants attempted to keep their anxiety hidden from others during their professional roles. Professional development was found to be a context in which the anxiety intensified. In professional development contexts, rather than focusing on new learnings and understandings, the participants focused on their anxiety. As a result, they failed to enhance their mathematical knowledge and failed to develop understanding of how mathematics might be taught. Their lack of confidence in their own knowledge impacted on their classroom teaching to the extent that, where possible, they scheduled less time for mathematics than other subject areas. Since such anxiety management strategies are not conducive to teacher growth and are likely to have negative consequences for students, this study has demonstrated that a carefully paced and sensitive approach needs to be taken by schools and providers of mathematics professional development courses.
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    The impact of postgraduate initial teacher education on beginning teachers' professional preparedness to cater for diverse learners : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Manawatū, New Zealand
    (Massey University, 2021) Safa, Abdelhamid Helmy
    This thesis investigates the impact of an exemplary post-graduate initial teacher education (ITE) programme, the MTchgLn, on beginning teachers’ professional preparedness to cater for diverse learners. In comparison to similar cohorts in other OECD countries, a huge gap exists between high-achieving Pākeha students and low-achieving 1 priority learners (Education Review Office, 2012; OECD, 2015). With existing studies mapping the exemplary ITE terrain, the research field is now moving towards building a sounder basis on which to benchmark equity-centred ITE programme design. For this purpose, a mixed-methods approach was adopted to assess the effectiveness of the programme on the Graduate Teachers’ (GTs) practice. Twenty-five GTs completed an online questionnaire to assess their perceptions of confidence to teach all learners, as well as to assess their perceptions of the value of the programme in enabling them to teach all learners. Interviews were then conducted with 12 GTs and four Lead Teachers (LTs) to better understand the GTs’ responses and to investigate the LTs’ perceptions of the GTs’ professional preparedness. The present study findings indicate that most GTs were confident in developing the professional standards required for the profession and felt that their learning was supported by the programme’s innovations: (i) extended clinical placements in partner schools; (ii) evidence-informed inquiry; (iii) exemplary school visits; (iv) culturally responsive practices; and (v) community placements. Likewise, all the LTs felt that the GTs were professionally prepared with the necessary skills and competencies to teach diverse students effectively and improve their outcomes. This study has provided evidence of the positive contributions of an equity-centred ITE programme’s design to create an informative learning experience for the GTs to ensure informed links between research and practice, driven by equity and social justice. Implications based on these findings are considered for ITE educators and education policy makers to respond to the challenges of today’s multicultural education by prioritizing equity.