Massey Documents by Type

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Bringing the home into school: learning and connecting through mathematics education during the time of a pandemic
(Springer Nature B.V, 2022-05-25) Hunter J; Hunter R; Tupouniua J; Leach G
The COVID-19 pandemic brought with it a new way of being in a changed and uncertain world. Aotearoa/New Zealand took a well-being approach and in turn, we share the positive outcomes which resulted for some low socio-economic schools and communities in relation to teacher learning and relationships with families. In this article, we report on how teachers and schools connected with diverse students and their families during the period of remote learning. We draw on the responses from 20 teachers and school leaders who participated in interviews. Following the wider government focus, schools took a well-being first approach which led to increased connections and positive home/school relationships. The results highlight how a disruptive event such as COVID-19 can also be a time to focus on strengths of diverse communities and gain insights. We demonstrate that while focusing on mathematics, teachers and school leaders gained insights related to their students’ funds of knowledge and saw opportunities for learning for students, parents, and the teachers themselves.
Identity and self in e-language teaching
(Multilingual Matters, 2009) White CJ; Ding A
No abstract available
Becoming a tertiary teacher in New Zealand : learning in communities of practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
(Massey University, 2005) Viskovic, Alison Ruth
This thesis reports a research project studying how people become tertiary teachers in New Zealand. While studies of many aspects of tertiary teaching, teacher professional development and workplace learning have been published, no comparative study of tertiary teacher development across different types of institutions had been carried out. Few previous studies had linked the concept of learning in a community of practice with teachers' workplace learning. A qualitative, interpretive research framework was adopted, using three case studies. Data were gathered from institutional documents, educational developers and experienced teaching staff of three representative institutions, a polytechnic, a wananga and a university, from mid-2000 to mid-2001. Data gathering strategies included semi-structured interviews with teachers and educational developers, examination of documents, a teacher questionnaire and some class observations. Interview transcripts and other data were analysed to identify common themes, and findings were reported as three individual cases before integration. It was found that most tertiary teachers' learning about teaching and how to teach was in-service, mainly informal and experiential, and the knowledge gained was mainly tacit and process-oriented. Although that was complemented by varying amounts of formal learning, gained through courses or professional development activities, few tertiary teachers have sought or gained teaching qualifications. While institutions have central policies and procedures to support in-service teacher development, their implementation is often uneven, with little integration or balancing of the parts. Differences of practice were observed both between institutions, and between departments within institutions, indicating the importance of context for tertiary teachers' development. It was concluded that non-formal workplace learning is likely to continue to be the mainstay of tertiary teacher development, and that it needs to be refocussed and approached from a fresh angle. The perspective of learning in a community of teaching practice provides a conceptual framework for integrating different levels and forms of support for tertiary teachers. Recommendations for strengthening tertiary teacher development are addressed at three levels: institutions (as social learning systems); communities of practice within those institutions (such as departments, discipline groups, programme teams, or campus whanau); and individual teachers (whose teaching identities develop within those communities).
Enhancing teaching learning in inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand
(Massey University, 2008) Hutton, Ronald Stewart
Enhancing teacher learning in inclusion is an action research study which researched how two New Zealand classroom teachers were facilitated to enhance their pedagogy and become more inclusive. An examination of the international literature suggested that contextual professional development, classroom action research, and a collaborative relationship with a critical friend would facilitate inclusive pedagogy. However, there were no published studies of New Zealand primary teachers engaged in classroom-centred action research on inclusion involving an educational psychologist. A two phase action research design was used, firstly negotiated and modelled by an outside researcher, second order action research, and secondly by empowering the teachers to become action researchers, first order action research. Some inclusive practices were evident but two major barriers to inclusive practice in New Zealand classrooms were highlighted. These were an independent and autonomous teacher practice and limited use of individual student assessment data to inform teaching for individual learning. Active reflective thinking through reflection journals and teacher action research of teacher chosen classroom learning challenges occurred in two cycles of second order action research. Results established increased teacher focus on individual student learning, collaboration between themselves and the researcher, knowledge and skills of action research and its effectiveness in solving learning challenges within the teaching programme, use of student assessment data to inform subsequent teaching and learning, and critical awareness of the effect of their beliefs, knowledge and actions on student learning. Whilst literature suggests that schoolwide re-culturing is necessary, this research has demonstrated that two teachers engaging in practitioner action research, supported by a small community of practice, reflective thinking and critical dialogue, can improve their pedagogical and inclusive practice.

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