title: Teacher Education ICT Appropriation Model TEAM: A Model for ICT Appropriation in Early Childhood Initial Teacher Education

authors: Merry, Rosina

subjects: ICT

abstract: Early childhood initial teacher education programmes are only beginning to use information and communication technology (ICT) as part of their curriculum. There is limited research or practice knowledge about how student teachers learn to use ICT for pedagogical purposes. This doctoral study investigated how student teachers might be supported to appropriate and integrate ICT into their developing teaching practice. The study endeavours to understand the experiences of student teachers and practising early childhood teachers. The 230 student teachers in the study were from one university in New Zealand that offers early childhood initial teacher education (ITE). 
The study utilised interpretative, qualitative methodology. Data were collected over two years with two cohorts of student teachers who were engaged in online discussions in the course of their ITE studies. Thirty-three practising early childhood teachers participated in semi-structured interviews. The online discussions and the interviews provided the material for analysis. Analysis took the form of thematic analysis.
The key outcome from this study is the development of the Teacher Education ICT Appropriation Model (TEAM). This is a theoretical model for what is needed to support student teacher and teacher use of ICT. The model is underpinned by a sociocultural view of learning and acknowledges and responds to the social nature of teaching and learning. The model includes key elements – subjective norms, relational trust, ICT cultural tools and enjoyment – as central to creating a sociocultural pedagogical place and space for ICT use. It also takes into account the influence of policy, curriculum and assessment on teaching and learning. Findings indicate these elements are all interrelated in the successful development of effective pedagogy. 
The thesis argues that, when curriculum takes a sociocultural perspective on learning, ITE must do so as well. This means that, where ITE includes introducing tertiary students to teaching with and through ICT, sociocultural elements must be taken into account and frame up ITE. This thesis sets out just such a frame.

text: Teacher Education ICT Appropriation Model TEAM: A Model for ICT Appropriation in Early Childhood Initial Teacher Education Early childhood initial teacher education programmes are only beginning to use information and communication technology (ICT) as part of their curriculum. There is limited research or practice knowledge about how student teachers learn to use ICT for pedagogical purposes. This doctoral study investigated how student teachers might be supported to appropriate and integrate ICT into their developing teaching practice. The study endeavours to understand the experiences of student teachers and practising early childhood teachers. The 230 student teachers in the study were from one university in New Zealand that offers early childhood initial teacher education (ITE). 
The study utilised interpretative, qualitative methodology. Data were collected over two years with two cohorts of student teachers who were engaged in online discussions in the course of their ITE studies. Thirty-three practising early childhood teachers participated in semi-structured interviews. The online discussions and the interviews provided the material for analysis. Analysis took the form of thematic analysis.
The key outcome from this study is the development of the Teacher Education ICT Appropriation Model (TEAM). This is a theoretical model for what is needed to support student teacher and teacher use of ICT. The model is underpinned by a sociocultural view of learning and acknowledges and responds to the social nature of teaching and learning. The model includes key elements – subjective norms, relational trust, ICT cultural tools and enjoyment – as central to creating a sociocultural pedagogical place and space for ICT use. It also takes into account the influence of policy, curriculum and assessment on teaching and learning. Findings indicate these elements are all interrelated in the successful development of effective pedagogy. 
The thesis argues that, when curriculum takes a sociocultural perspective on learning, ITE must do so as well. This means that, where ITE includes introducing tertiary students to teaching with and through ICT, sociocultural elements must be taken into account and frame up ITE. This thesis sets out just such a frame.

year: 2017

title: Supervision in educational contexts: raising the stakes in a global world

authors: Cornforth, Sue

subjects: supervision

abstract: This paper brings together discourses surrounding two areas of supervision, educational and clinical, in order to address the increasing complexity of academic life. Educational supervision of postgraduate student researchers resonates with more clinical supervision practices. All are widely perceived as beneficial and promoted on ethical grounds. However, a comparison foregrounds supervision's problematic and questionable association with a neo-liberal economic agenda. Following a desire to speak the unspeakable in academic spaces, we apply a discursively informed critical analysis to describe supervision as an affluent, professional response to an increasingly restrictive individualism, which compounds the isolating function of an unsustainable regime. We explore the possibilities that supervisory practices offer as an organisational space in the domain of power, locating untapped potential in their ambivalence. We invite a radical revisioning of supervision as a platform that might have potential for an increasingly subversive and inclusive voice in higher education.

text: Supervision in educational contexts: raising the stakes in a global world This paper brings together discourses surrounding two areas of supervision, educational and clinical, in order to address the increasing complexity of academic life. Educational supervision of postgraduate student researchers resonates with more clinical supervision practices. All are widely perceived as beneficial and promoted on ethical grounds. However, a comparison foregrounds supervision's problematic and questionable association with a neo-liberal economic agenda. Following a desire to speak the unspeakable in academic spaces, we apply a discursively informed critical analysis to describe supervision as an affluent, professional response to an increasingly restrictive individualism, which compounds the isolating function of an unsustainable regime. We explore the possibilities that supervisory practices offer as an organisational space in the domain of power, locating untapped potential in their ambivalence. We invite a radical revisioning of supervision as a platform that might have potential for an increasingly subversive and inclusive voice in higher education.

year: 2008

title: The Pene Haare manuscript and issues associated with the translation of historical texts written in indigenous languages

authors: Tipene, Jillian

subjects: Māori manuscripts

abstract: With particular reference to a request to translate into English a manuscript dated 1923 and written by the Māori author Ngakuru Pene Haare, we identify here a range of issues and problems associated with the translation of historical texts written in indigenous languages, suggesting ways in which they might be addressed. Among the problems identified in this case are the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote, the absence, or sporadic use in the manuscript of a range of conventions associated with contemporary writing, the occurrence of archaic and/or esoteric words and expressions, and the presence of symbolism that is deeply culturally-embedded. The primary conclusion is that the translation of manuscripts such as this must be ethically-grounded and fully research-embedded. It must therefore involve the mentorship of knowledgeable elders, be guided by procedures that are appropriate in terms of the culture out of which the source text emerged, accompanied by meticulous and wide-ranging research, and take full account of the wishes of the author of the manuscript where these have been stated, or can be inferred.

text: The Pene Haare manuscript and issues associated with the translation of historical texts written in indigenous languages With particular reference to a request to translate into English a manuscript dated 1923 and written by the Māori author Ngakuru Pene Haare, we identify here a range of issues and problems associated with the translation of historical texts written in indigenous languages, suggesting ways in which they might be addressed. Among the problems identified in this case are the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote, the absence, or sporadic use in the manuscript of a range of conventions associated with contemporary writing, the occurrence of archaic and/or esoteric words and expressions, and the presence of symbolism that is deeply culturally-embedded. The primary conclusion is that the translation of manuscripts such as this must be ethically-grounded and fully research-embedded. It must therefore involve the mentorship of knowledgeable elders, be guided by procedures that are appropriate in terms of the culture out of which the source text emerged, accompanied by meticulous and wide-ranging research, and take full account of the wishes of the author of the manuscript where these have been stated, or can be inferred.

year: 2009