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    Pedagogies of presence : contemplative education across the disciplines in Aotearoa New Zealand : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2020) Thomas, Heather
    This study investigated contemplative pedagogy and practice within New Zealand universities, in the form of both mindfulness interventions targeting wellness and connection, and classroom pedagogy fostering attentional, critical, and creative thinking. Little previous research had been undertaken on the topic in this country. The integrated research design developed for the project - Critical Realist Mixed Methods Sequential Explanatory Design (CRMMSED) - included two phases, an extensive exploratory survey phase (n = 258), and an intensive, in-depth interview phase (n = 22). Critical Realist abductive and dialectical analyses took place alongside statistical and thematic analyses. The findings show that educators incorporate contemplative methods to address pressing issues ranging from student stress to climate change. Most contemplative teaching takes place within extant disciplinary framings. Key entry points into academia are through reflective practice in the contexts of professional education, critical social justice teaching, and creative projects. The study suggests that contemplative education arises in response to complex social factors involving several disconnects - with nature, people, the self, and the capacity for self-transcendence. This emergence is an outworking of historical forces and a response to research showing the potential of contemplative education for ameliorating difficult problems.
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    The professional learning landscape for teen parent educators in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor in Education at Massey University , Manawatū, New Zealand
    (Massey University, 2018) Wood, Johanna Julene
    Teen Parent Units (TPUs) are a unique context in the New Zealand educational system. The purpose of this study was to explore the professional learning landscape for teen parent educators in New Zealand, using the qualitative in-depth case studies of three TPUs. Drawing on the theoretical framework of complexity theory and interpretative phenomenological analysis (IPA), the study provided a rich description of practice and teachers’ perceptions of their professional learning experiences, opportunities, and practice. The study considered teacher professional learning using three recursive subsystems: the teacher subsystem, the context subsystem, and the activity subsystem, to develop a more nuanced understanding of teacher professional learning in the teen parent context. Listening to educators in this space revealed that not only is professional learning a complex system but also proposes that a fourth subsystem—the student subsystem—is needed to understand the professional learning landscape in this space.
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    Developing teacher-led professional learning in a Tanzanian secondary school : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2018) Mwakabenga, Rehema Japhet
    The competence of Tanzanian teachers, as in other countries, depends on high quality and widely available ongoing professional learning opportunities. Currently, in Tanzania, provision of professional development for secondary teachers is inadequate and sporadic. This study explores the complexities of teacher-led professional learning in the context of a Tanzanian secondary school and as such, provides a nuanced model of how teachers can develop a sense of agency of their own professional learning. Firstly, this study investigated how Tanzanian secondary school teachers perceived and engaged in school based professional learning. Practice changes made by teachers and their understandings of school-based professional learning are then examined as they engaged in an inquiry and knowledge-building cycle. The factors that constrained and enabled teachers to engage in this school-based professional learning are also analysed. An embedded mixed action research was conducted in two phases. Phase One survey data revealed that teachers were not satisfied with the quality of their existing professional learning and that they wanted to engage in more learning. When four teachers in one secondary school were assisted to engage in a series of inquiry cycles, as a means to engage in effective professional learning, they demonstrated varying degrees of change in their practices. These transformations were primarily related to implementing new pedagogies based on their students’ learning needs and reflecting on their professional learning. This shift in practice was associated with the teachers’ changes in their understanding and valuing of teacher-led professional learning and distinguishing this from previous external training that lacked relevance to their teaching situations. Lack of learning materials and funds were found to be critical barriers that constrained their engagement in professional learning. Established support systems enabled the teachers to strengthen their collaborative learning practice and their understanding of ways to engage in their own professional learning. The findings revealed the teachers’ developing capacities to carry out professional learning and to own and manage it themselves. The changes shown by teachers in this study suggest that teachers can initiate and collaborate in effective professional learning if they are supported to do so. This study contributes to understanding of Tanzanian teacher engagement in professional learning, especially in poorly resourced schools. Based on these findings, implications and recommendations are made to develop teacher-led professional learning in Tanzania and similar jurisdictions.
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    An exploration of science lecturers' views on quality teaching in science at university : 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, 2019) Jordens, Janet Zoe
    Undergraduate university students learn science in ways that are different to those used in professional science laboratories and do not prepare them for their work as practising scientists. This study aimed to explore lecturers’ views on quality teaching and learning in science and what influenced their views and practice. I developed a theoretical framework of sensitising lenses based on quality as a complex system and wicked problem, to explore science lecturers’ views on quality teaching and learning in undergraduate science. This framework, together with key ideas from complexity thinking, guided all aspects of the research. The research design was a multistage mixed methods approach consisting of a dissensus Delphi study followed by a large-scale survey and semi-structured interviews. The problem definition, openness and social complexity lenses identified characteristics that science lecturers associated with quality teaching and learning in undergraduate science. Quantitative data revealed views with varying extents of consensus on these characteristics. Based on these views I proposed a transformative framework for understanding quality teaching and learning in undergraduate science in which generic principles of good teaching are embedded in ways of thinking and practising in science, social relationships are promoted, and variable cultural and sub-discipline factors are included according to the specific context. From this, quality could be viewed as a complex system (rather than a wicked problem) and conditions for its emergence proposed. The non-linearity and multiple-causality lenses identified influences affecting lecturers’ quality teaching. These showed the main driver of lecturers’ changing their teaching was reflective practice, with student feedback the main contributor to this. However, findings from quantitative data showed many characteristics associated with quality teaching were implemented less often than expected, suggesting reflective practice was underutilised. I suggest the potential gap between reflective practice and action is teacher agency. With the aid of the problem resolution lens, I propose a conceptual framework for quality teaching in undergraduate science that has the potential for the emergence of quality from a complex system, and recommend actions for lecturers, educational development and institutions to help achieve this potential.