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    Influences on practice in the mathematics classroom : an investigation into the beliefs and practices of beginning teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies in Mathematics at Massey University
    (Massey University, 1996) Haynes, Maggie
    This study reports on an investigation into some of the issues impacting on the provision of equitable classroom programmes in mathematics by beginning teachers, and focuses in particular, on the ways in which the teachers were able to cater for both the girls and boys in their classes. Due to the constructivist environment within which their pre-service mathematics education courses had been presented, constructivist principles formed the belief-framework for the teachers. The initial aim was to explore the relationship between the beliefs and practices of beginning teachers but during the course of the study, it became apparent that teacher-belief is only one of the many factors influencing practice. Therefore, a case study approach was used, to explore what life is really like, for six teachers in their first year of primary teaching. The findings from the study confirmed the complexity of classroom research and identified, in particular, three crucial issues of influence on practice: the teachers' own beliefs about mathematics and mathematics teaching; the mathematics curriculum and its philosophy; and the process of socialisation into their school culture as it affected their professional survival as teachers. The results of the study have implications for all involved in the support of beginning teachers and in particular, for pre-service educators.
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    He huarahi kua takahia = The trodden pathways : Kaupapa Maori initial teacher education pedagagy and practice : one teacher's story : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North
    (Massey University, 2012) Stephens, Cheryl Elizabeth
    This thesis examines the early career teaching experiences and reflections of a graduate teacher from Te Whare Wananga o Awanuiarangi and draws on recent developments within Aotearoa New Zealand tertiary education to highlight the impact of Kaupapa Maori-based education, taking into account the outcomes of one of those developments, Kaupapa Maori initial teacher education. The study investigates the special attributes and professional practice of a Maori graduate teacher working in a primary school. The aim is to understand the ways in which this beginning teacher undertook initial teacher education within a Maori-centred programme that was grounded in the principles, values and practices of ako and tikanga. This examination of the graduate teacher’s classroom practice focuses on preparation for a Kaupapa Maori programme leading to an investigation of the perceptions of those responsible for mentoring and supervision support in an identified school. The recording of Maori student voices within this context, highlights the significance of culturally based and informed pedagogy and practice in classrooms, creating positive educational outcomes for Maori. Authentic accounts of the teacher’s lived experiences and professional life also provides positive feedback about the Maori-initiated and driven Kaupapa Maori initial teacher education programme. Such reflections are indicative of the revolutionary changes made by Maori since the language and culture revitalization initiatives of the 1970- 1980s. This period cites Maori initiating and taking charge of their own destiny and creating new pathways, therefore contributing directly to the well-being of New Zealand society. This thesis further contextualises issues of cultural diversity, cultural pluralism and cultural engagement with the education of indigenous minority peoples of a First World country.
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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.