title: Transformative practice in teaching: How experienced teachers explain the profound transformative influences on their teaching practice.

authors: Holden, Cynthia

subjects: teacher change

abstract: The social transformation represented by a shift from the industrial economy to the knowledge economy presents a challenge to the education sector. That challenge is to provide high-quality teaching that results in improved outcomes for students who are developing the habit of continuous learning. A challenge such as this may be met by teachers transforming their teaching practice.

This small-scale qualitative research project seeks an understanding of and insight into those factors which influence transformative practice for experienced teachers. It uses semi-structured interviews to gather the perspectives of seven experienced teachers and explores the themes derived from their stories of transformative practice in relation to themes derived from the literature. The literature reveals four significant dimensions of influence on transformative practice: professional development, individual factors, school factors, and an emerging theme of communities of practice. 

The research findings confirm that experienced teachers' perceptions of the profound transformative influences on their teaching practice are consistent with some of the literature. These congruencies include teachers working individually or collaboratively on problems of practice using a process of trial and error experimentation, and where workplace conditions support risk-taking and promote ownership of learning. The findings confirm that transformative practice is driven by powerful emotions that connect teachers to the learning needs of their students, and is sustained by intrinsic rewards.

The research findings reveal two significant areas of divergence. The literature identifies the need for depth and breadth of content knowledge and assessment knowledge, and for critical reflection on the effectiveness of transformative teaching practices on student outcomes, neither of which were identified by participants as factors which influenced transformative practice. This indicated that teachers were unlikely to be developing local knowledge-of-practice, a necessary prerequisite for linking the purpose of transformative practice with its goal - to improve outcomes for students.

Drawing on the understandings of, and insights into, transformative practice, this research presents a diagrammatic representation of a framework to illustrate the transformative influences on teaching practice. It also presents a knowledge-building learning cycle as a diagrammatic representation of the process required to generate knowledge-of-practice. 

This research project includes recommendations suggesting that teachers develop a rich understanding of the concept of knowledge-of-practice and embed this practice in their daily work.  It recommends that the knowledge-building learning cycle is facilitated by leaders of learning who have the skills to activate teacher learning, and that during the knowledge-building learning cycle, teachers develop depth and breadth of content knowledge and assessment knowledge. It recommends that leaders of learning guard against transformative practice becoming an end in itself, and suggests that utilizing the knowledge-building learning cycle could lead to a new form of professionalism that is continuous and sustainable. This study proposes that by acting on these recommendations, leaders of learning may enhance their ability to influence transformative teaching practice where students receive high-quality teaching which simultaneously achieves improved outcomes for students.

text: Transformative practice in teaching: How experienced teachers explain the profound transformative influences on their teaching practice. The social transformation represented by a shift from the industrial economy to the knowledge economy presents a challenge to the education sector. That challenge is to provide high-quality teaching that results in improved outcomes for students who are developing the habit of continuous learning. A challenge such as this may be met by teachers transforming their teaching practice.

This small-scale qualitative research project seeks an understanding of and insight into those factors which influence transformative practice for experienced teachers. It uses semi-structured interviews to gather the perspectives of seven experienced teachers and explores the themes derived from their stories of transformative practice in relation to themes derived from the literature. The literature reveals four significant dimensions of influence on transformative practice: professional development, individual factors, school factors, and an emerging theme of communities of practice. 

The research findings confirm that experienced teachers' perceptions of the profound transformative influences on their teaching practice are consistent with some of the literature. These congruencies include teachers working individually or collaboratively on problems of practice using a process of trial and error experimentation, and where workplace conditions support risk-taking and promote ownership of learning. The findings confirm that transformative practice is driven by powerful emotions that connect teachers to the learning needs of their students, and is sustained by intrinsic rewards.

The research findings reveal two significant areas of divergence. The literature identifies the need for depth and breadth of content knowledge and assessment knowledge, and for critical reflection on the effectiveness of transformative teaching practices on student outcomes, neither of which were identified by participants as factors which influenced transformative practice. This indicated that teachers were unlikely to be developing local knowledge-of-practice, a necessary prerequisite for linking the purpose of transformative practice with its goal - to improve outcomes for students.

Drawing on the understandings of, and insights into, transformative practice, this research presents a diagrammatic representation of a framework to illustrate the transformative influences on teaching practice. It also presents a knowledge-building learning cycle as a diagrammatic representation of the process required to generate knowledge-of-practice. 

This research project includes recommendations suggesting that teachers develop a rich understanding of the concept of knowledge-of-practice and embed this practice in their daily work.  It recommends that the knowledge-building learning cycle is facilitated by leaders of learning who have the skills to activate teacher learning, and that during the knowledge-building learning cycle, teachers develop depth and breadth of content knowledge and assessment knowledge. It recommends that leaders of learning guard against transformative practice becoming an end in itself, and suggests that utilizing the knowledge-building learning cycle could lead to a new form of professionalism that is continuous and sustainable. This study proposes that by acting on these recommendations, leaders of learning may enhance their ability to influence transformative teaching practice where students receive high-quality teaching which simultaneously achieves improved outcomes for students.

year: 2010

title: Collagen extraction from animal skin

authors: Matinong, Andrea Marie E.

subjects: Science & Technology

abstract: Collagen is the most abundant structural protein in animals. It is the major component of skin. It finds uses in cosmetics, medicine, yarn production and packaging. This paper reviews the extraction of collagen from hides of most consumed animals for meat with the focus on literature published since 2000. The different pretreatment and extraction techniques that have been investigated for producing collagen from animal skins are reviewed. Pretreatment by enzymatic, acid or alkaline methods have been used. Extraction by chemical hydrolysis, salt solubilization, enzymatic hydrolysis, ultrasound assisted extraction and other methods are described. Post-extraction purification methods are also explained. This compilation will be useful for anyone wishing to use collagen as a resource and wanting to further improve the extraction and purification methods.

text: Collagen extraction from animal skin Collagen is the most abundant structural protein in animals. It is the major component of skin. It finds uses in cosmetics, medicine, yarn production and packaging. This paper reviews the extraction of collagen from hides of most consumed animals for meat with the focus on literature published since 2000. The different pretreatment and extraction techniques that have been investigated for producing collagen from animal skins are reviewed. Pretreatment by enzymatic, acid or alkaline methods have been used. Extraction by chemical hydrolysis, salt solubilization, enzymatic hydrolysis, ultrasound assisted extraction and other methods are described. Post-extraction purification methods are also explained. This compilation will be useful for anyone wishing to use collagen as a resource and wanting to further improve the extraction and purification methods.

year: 2022-06-13

title: Virtual hākari:  Sharing Māori culinary traditions in online communities

authors: Muru-Lanning, Charlotte

subjects: Kai Māori

abstract: For Māori, kai is a vital expression of identity, community, place and whakapapa. Traditionally, knowledge about kai is transmitted through customary community groupings and culturally embedded practices. However, with the rise of digital platforms, new spaces have emerged for Māori to gather and to share kai in virtual forms. 
This thesis observes how two Facebook groups – Kai Maori and KAI Basket NZ – operate as contemporary spaces for the transmission of Māori culinary knowledge and cultural identity. Kai Māori is considered alongside global studies of culinary traditions and understood through the notion of kai as whakapapa. The thesis addresses two core research questions: 1) How do Facebook groups contribute to an evolving concept of kai Māori? and 2) What kinds of relationships define these online kai communities? 
Guided by Māori data sovereignty (MDSov) principles, I observed interactions on both Facebook pages in two phases – one involving selective data collection over a twelve-month period from January to December 2024 the other involving systematic data collection over a four-week period from 10 December 2024 to 10 January 2025. The observation periods yielded 115 and 1293 posts respectively. A covert digital approach of ‘lurking’ was adopted as seeking prior consent may have affected the quality of the data and disrupted group dynamics. Lurking, as a method, sits uneasily alongside MDSov principles, particularly the principle of manaakitanga, requiring free, prior and informed consent. To address this I safeguarded the confidentiality of community members by seeking consent before reproducing content, removing group members’ names and excluding sensitive information. To analyse posts I used Ethnographic Content Analysis which allowed me to conduct a reflexive, iterative analysis of the posts in a way that was sensitive to the context in which the content was created.
These digital observations show that these groups serve as platforms for the transmission and innovation of kai Māori, encompassing edible components as well as the values enmeshed within these culinary traditions. Despite the mediated nature of these exchanges – where food is virtually consumed rather than physically shared, separate from traditional notions of community – these groups nurture meaningful connections among members, including those physically distant from their whenua. Through recipes, photos, stories, and commentary, the members of Kai Maori and KAI Basket NZ cultivate community identity and belonging via common cultural understandings, sharing of knowledge, a general spirit of sociality – and, importantly, a mutual love of kai.
I conceptualise these online spaces as virtual hākari, where the act of sharing virtual kai becomes an affirmation of identity and a form of cultural resistance. While online sharing may risk distancing kai practices and knowledge from traditional sites of transmission, the data suggests that these platforms may serve as conduits that encourage deeper cultural engagement offline. This thesis highlights the centrality of food in Māori cultural survival, sovereignty and resistance. In these digital spaces, kai Māori is not only celebrated but continually reimagined – reinforcing that to prepare, share and celebrate kai as Māori is to actively participate in the continuity of cultural identity.

text: Virtual hākari:  Sharing Māori culinary traditions in online communities For Māori, kai is a vital expression of identity, community, place and whakapapa. Traditionally, knowledge about kai is transmitted through customary community groupings and culturally embedded practices. However, with the rise of digital platforms, new spaces have emerged for Māori to gather and to share kai in virtual forms. 
This thesis observes how two Facebook groups – Kai Maori and KAI Basket NZ – operate as contemporary spaces for the transmission of Māori culinary knowledge and cultural identity. Kai Māori is considered alongside global studies of culinary traditions and understood through the notion of kai as whakapapa. The thesis addresses two core research questions: 1) How do Facebook groups contribute to an evolving concept of kai Māori? and 2) What kinds of relationships define these online kai communities? 
Guided by Māori data sovereignty (MDSov) principles, I observed interactions on both Facebook pages in two phases – one involving selective data collection over a twelve-month period from January to December 2024 the other involving systematic data collection over a four-week period from 10 December 2024 to 10 January 2025. The observation periods yielded 115 and 1293 posts respectively. A covert digital approach of ‘lurking’ was adopted as seeking prior consent may have affected the quality of the data and disrupted group dynamics. Lurking, as a method, sits uneasily alongside MDSov principles, particularly the principle of manaakitanga, requiring free, prior and informed consent. To address this I safeguarded the confidentiality of community members by seeking consent before reproducing content, removing group members’ names and excluding sensitive information. To analyse posts I used Ethnographic Content Analysis which allowed me to conduct a reflexive, iterative analysis of the posts in a way that was sensitive to the context in which the content was created.
These digital observations show that these groups serve as platforms for the transmission and innovation of kai Māori, encompassing edible components as well as the values enmeshed within these culinary traditions. Despite the mediated nature of these exchanges – where food is virtually consumed rather than physically shared, separate from traditional notions of community – these groups nurture meaningful connections among members, including those physically distant from their whenua. Through recipes, photos, stories, and commentary, the members of Kai Maori and KAI Basket NZ cultivate community identity and belonging via common cultural understandings, sharing of knowledge, a general spirit of sociality – and, importantly, a mutual love of kai.
I conceptualise these online spaces as virtual hākari, where the act of sharing virtual kai becomes an affirmation of identity and a form of cultural resistance. While online sharing may risk distancing kai practices and knowledge from traditional sites of transmission, the data suggests that these platforms may serve as conduits that encourage deeper cultural engagement offline. This thesis highlights the centrality of food in Māori cultural survival, sovereignty and resistance. In these digital spaces, kai Māori is not only celebrated but continually reimagined – reinforcing that to prepare, share and celebrate kai as Māori is to actively participate in the continuity of cultural identity.

year: 2025