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    From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology : 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, 2011) Elliot, Anne-Grete Nøhr
    This thesis investigates the conditions that may help or hinder beginning primary teachers in using information and communications technology (ICT) in the classroom. A dearth of research exists on beginning teachers’ experience and sense of readiness to use ICT for teaching and learning (and administration). Thus, there is limited knowledge of the challenges beginning teachers face and support they may benefit from to take advantage of the possibilities of ICT. The thesis sought to address this gap in the literature. It seeks to understand the experiences of eight beginning teachers from one New Zealand preservice teacher education institution during their first year of teaching. An interpretative, qualitative methodology is employed to answer the overarching research question, which considers the nature of beginning teachers’ experiences when they incorporate ICT into the teaching and learning process. Data were collected in 2005 using two main methods: a written questionnaire and two interviews—one a photo-interview. The findings suggest the meaningful use of ICT requires beginning teachers to possess a high level of complex knowledge, including pedagogical content knowledge. They also highlight the importance of a supportive school culture, strong leadership and induction systems for beginning teachers’ development. Notably, participants report relatively fragile conceptions of the potential of ICT for learning and lack knowledge of national and school policies in this area. Most of the beginning teachers were unable to make connections between their work as teachers and the broader policy goals for education. Although participants report they had limited opportunities to learn about ICT during their preservice teacher education, they all wished they had been better prepared to utilise the potential of technology in schools. Overall the study offers valuable insights into the experiences of a group of beginning teachers over their first year of teaching, which has implications for tutor teachers, principals, teacher educators and policy makers. Through a new line of research, the thesis reveals the complexity of learning to be an ICT-using teacher and the type of factors that contribute to teacher development. Although the thesis identifies a number of possible future initiatives, it concludes that more substantial research is needed from which generalisable findings may then be applied to beginning teachers, schools and the teacher education sector as a whole. A postscript describes developments in the field since the fieldwork was carried out. It addresses the currency and contribution of this study to the field in light of the timeframe in which the original data were collected with reference to the stakeholders.
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    Beginning teachers' preparedness to teach Māori children : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2010) Kenrick, Peti Mihiroa Mere Jessie
    The preparation of teachers is complicated by a plethora of competing elements seeking consensus as to what a teacher education curriculum might look like for those entering the teaching profession. Ideally the preparation of teachers needs to be an exact science to ensure and secure the future of the teaching profession and educational outcomes for all New Zealanders. Unfortunately, teaching is not an exact science. In New Zealand, education, and teachers as agents of the education system, has not always served all students and groups well. Failure to serve all well challenges the education system and teacher educators’ preparation of teachers to teach. This research focuses on beginning teacher preparedness and whether they enter the teaching profession prepared or not. Beginning teachers represent the future of the teaching profession (Education Review Office, 2005). More specifically, and in light of growing diversity, disparity and rights, this research examines beginning teachers’ perception of their preparedness to teach Māori children. The consequence of a prepared or unprepared teacher is reflected in the student achievement and educational outcomes. A profession that does not prepare their professionals to perform the job they are charged with do a disservice to their clients. Sadly, poorly prepared teachers are too common, particularly when it comes to teaching Māori children. Concerns raised by participants in this study point clearly at the lack of preparation during their teacher education and later during their induction programme. However, this study did also find teacher education had not completely ignored preparing students to teach Māori children but the approach was limited. Unfortunately, the consequence for Māori children is poor educational outcomes that are too often mirrored in the workforce.