title: Grappling with the complexity of the New Zealand Curriculum: Next steps in exploring the NZC in initial teacher education.

authors: Bailey, Judy

subjects: teacher education

abstract: Teacher educators in New Zealand are charged with supporting student teachers' understandings of the New Zealand Curriculum document (Ministry of Education, 2007). Integral to this challenge is the need to provide relevant knowledge and understandings that are contextually and pedagogically appropriate (Fullan, 2007; Jasman, 2003). Aspects of the "front end" of the New Zealand Curriculum document such as the vision, principles, values and key competencies along with the learning area statements need to be understood by newly graduated teachers who will be applying this curriculum in their own classrooms. This paper reports on ongoing research investigating and reflecting on student-teacher understandings of these components of the New Zealand curriculum, on completion of three different compulsory papers within the Bachelor of Teaching degree and Graduate Diploma of Teaching (Primary). Implications for pre-service teacher education and for supporters of provisionally registered teachers are considered.

text: Grappling with the complexity of the New Zealand Curriculum: Next steps in exploring the NZC in initial teacher education. Teacher educators in New Zealand are charged with supporting student teachers' understandings of the New Zealand Curriculum document (Ministry of Education, 2007). Integral to this challenge is the need to provide relevant knowledge and understandings that are contextually and pedagogically appropriate (Fullan, 2007; Jasman, 2003). Aspects of the "front end" of the New Zealand Curriculum document such as the vision, principles, values and key competencies along with the learning area statements need to be understood by newly graduated teachers who will be applying this curriculum in their own classrooms. This paper reports on ongoing research investigating and reflecting on student-teacher understandings of these components of the New Zealand curriculum, on completion of three different compulsory papers within the Bachelor of Teaching degree and Graduate Diploma of Teaching (Primary). Implications for pre-service teacher education and for supporters of provisionally registered teachers are considered.

year: 2011

title: Building cultural inclusion in sport: Insights from Muslim women in sport and active recreation

authors: Ahmad, Nida

abstract: Commissioned by Sport New Zealand, this report is the first to explore how Muslim women access sport and active recreation in Aotearoa New Zealand, and the challenges in doing so. We recognize the importance of creating spaces for the voices and experiences of Muslim women themselves, as well as those involved in organizing sport and active recreation with Muslim women participants. This report highlights the key themes that emerged from the conversations with Muslim girls and women, and sports administrators, conducted in Auckland, Christchurch, Waikato and Wellington between June - December 2019. It then offers recommendations for building a more culturally inclusive sporting sector.

text: Building cultural inclusion in sport: Insights from Muslim women in sport and active recreation Commissioned by Sport New Zealand, this report is the first to explore how Muslim women access sport and active recreation in Aotearoa New Zealand, and the challenges in doing so. We recognize the importance of creating spaces for the voices and experiences of Muslim women themselves, as well as those involved in organizing sport and active recreation with Muslim women participants. This report highlights the key themes that emerged from the conversations with Muslim girls and women, and sports administrators, conducted in Auckland, Christchurch, Waikato and Wellington between June - December 2019. It then offers recommendations for building a more culturally inclusive sporting sector.

year: 2020

title: Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics

authors: Hawera, Ngārewa

subjects: teacher

abstract: This paper describes aspects of learning for a teacher in a Māori-medium Year 7–8 classroom and two mathematics education researchers from a university when they collaborated on a project supporting children to develop their ideas about transformation geometry. Key principles of kaupapa Māori (Māori ideology) methodology such as ako (reciprocal learning), manākitanga (showing care, respect and kindness) and whanaungatanga (family-like relationships) were integral to the initiation and facilitation of the research. Data presented is qualitative and derived largely from wānanga ā-kanohi (face-to-face discussion) between the participants. Results revealed that the collaborative partnership was conducive to developing insights into the complexities of learning mathematics in an indigenous setting. Issues of collegiality, learning mathematics in a second language, teacher mathematical knowledge and appropriate contexts for learning mathematics are analysed and discussed.

text: Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics This paper describes aspects of learning for a teacher in a Māori-medium Year 7–8 classroom and two mathematics education researchers from a university when they collaborated on a project supporting children to develop their ideas about transformation geometry. Key principles of kaupapa Māori (Māori ideology) methodology such as ako (reciprocal learning), manākitanga (showing care, respect and kindness) and whanaungatanga (family-like relationships) were integral to the initiation and facilitation of the research. Data presented is qualitative and derived largely from wānanga ā-kanohi (face-to-face discussion) between the participants. Results revealed that the collaborative partnership was conducive to developing insights into the complexities of learning mathematics in an indigenous setting. Issues of collegiality, learning mathematics in a second language, teacher mathematical knowledge and appropriate contexts for learning mathematics are analysed and discussed.

year: 2014