title: When does it get any easier?: Beginning teachers' experiences during their first year of teaching.

authors: Lang, Catherine Margaret

subjects: first year teachers

abstract: Studies of beginning teachers' readiness to teach indicate a range of areas in which these teachers feel nervous about teaching, prior to beginning their first teaching position. Studies of the first year of teaching demonstrate that the reality shock of teaching is something that affects beginning teachers in a variety of ways. The literature on the stages of teacher development tells us that the "survival" stage in teaching can last throughout the whole first year of teaching. This New Zealand study follows seven beginning teachers through their first year of teaching and identifies the points at which the teachers began to say, "I'm getting on top of it now".

text: When does it get any easier?: Beginning teachers' experiences during their first year of teaching. Studies of beginning teachers' readiness to teach indicate a range of areas in which these teachers feel nervous about teaching, prior to beginning their first teaching position. Studies of the first year of teaching demonstrate that the reality shock of teaching is something that affects beginning teachers in a variety of ways. The literature on the stages of teacher development tells us that the "survival" stage in teaching can last throughout the whole first year of teaching. This New Zealand study follows seven beginning teachers through their first year of teaching and identifies the points at which the teachers began to say, "I'm getting on top of it now".

year: 2001

title: On the CUSP of innovation: From CUSP to CUSP2

authors: Cooper, Bronwen

abstract: The Collaborative University-School Partnership project (CUSP) documents the experiences of a New Zealand university and seven schools as they collaborated on the development and introduction of a reframed practicum programme in the first year of a three-year undergraduate primary initial teacher education (ITE) programme. The CUSP programme was designed to enhance teacher, university lecturer, and student-teacher experience of the school-based components of the ITE programme by weaving the university and school-based components into a more coherent and seamless whole to which each community contributed and benefited. In the co-constructed and reconceptualised school-based programme, lecturers and teachers became jointly responsible for student-teacher development.

text: On the CUSP of innovation: From CUSP to CUSP2 The Collaborative University-School Partnership project (CUSP) documents the experiences of a New Zealand university and seven schools as they collaborated on the development and introduction of a reframed practicum programme in the first year of a three-year undergraduate primary initial teacher education (ITE) programme. The CUSP programme was designed to enhance teacher, university lecturer, and student-teacher experience of the school-based components of the ITE programme by weaving the university and school-based components into a more coherent and seamless whole to which each community contributed and benefited. In the co-constructed and reconceptualised school-based programme, lecturers and teachers became jointly responsible for student-teacher development.

year: 2019

title: AI: a new (r)evolution or the new colonizer for Indigenous peoples?

authors: Whaanga, Hēmi

abstract: We are often told that there is one constant in life and that is change; it is inevitable, inescapable. When the forces of power begin to blow and conditions are right, change will happen. As the planet undergoes a period of transformation brought about by the advances of data science and the convergence of technologies, the Internet of All Things and AI, the potential of AI to be change agent for Indigenous peoples is a thought-provoking, and to a certain degree, daunting proposition. The rapid progress of technology and innovation, in terms of its volume, complexity, and exponential growth in computing power, have drastically changed how we socialize, communicate, access, share, distribute and view knowledge and information. Is AI inevitable, inescapable, a fait accompli for Indigenous peoples?

text: AI: a new (r)evolution or the new colonizer for Indigenous peoples? We are often told that there is one constant in life and that is change; it is inevitable, inescapable. When the forces of power begin to blow and conditions are right, change will happen. As the planet undergoes a period of transformation brought about by the advances of data science and the convergence of technologies, the Internet of All Things and AI, the potential of AI to be change agent for Indigenous peoples is a thought-provoking, and to a certain degree, daunting proposition. The rapid progress of technology and innovation, in terms of its volume, complexity, and exponential growth in computing power, have drastically changed how we socialize, communicate, access, share, distribute and view knowledge and information. Is AI inevitable, inescapable, a fait accompli for Indigenous peoples?

year: 2020